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 of Text
• How did the girl help her friend, Michal? • Why were Michal and his family hungry and in need of • How did the author show the Gestapo was food? outsmarted? • Give evidence from the text to support your thinking.
• What do you thing the girl learned from this
experience?
After After Reading
Title: One Candle Genre: Historical Fiction Text Level: O
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features During the food and festivities of a traditional Hanukkah celebration, a family shares their annual story. The story is one of never giving up, even during the Flashbacks: illustrations provide evidence darkest times of the Holocaust. of remembering the past. Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Symbolism: the potato symbolizes the Read to find out what the potato symbolizes celebration of Hanukkah in the past and in present time survival Response Log Focus: What does the potato symbolize? Why is this tradition
important to the family? Relevant Vocabulary • Latkes Read the whole book Before Before Reading • Hanukkah • menorah OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for • shammash comprehension support • smuggled
• barracks
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 you think the potato symbolized at the • What was the reason for Great-Aunt Rose’s crying? beginning of the story? • Use evidence from the test to support your thinking. • How did your thinking change at the end?
• Why was this traditional Hanukkah story
important to the family?
After After Reading
Title: Just Plain Fancy Genre: Narrative Story Text Level: O
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features Naomi and her little sister Ruth find an abandoned (unusual) egg on their Amish Onomatopoeia: clop, clop,clop farm where everything is so plain. This special egg seems fancy compared to her plain eggs and what hatches is no plain chick. Prepositions Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Unfamiliar Language Structures Read to find out how why this is no ordinary chick.
Dialect in dialogue. Read the whole book
OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for comprehension support
Before Reading Relevant Vocabulary • botherment • ordung • Amish • shunned • haltingly • organdy • frolic • pleasured
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
• How can you relate to Naomi’s feelings of • What did Naomi learn in the story? wanting fancier things? • Give evidence from the text to support your thinking.
• How did her feelings change about Fancy throughout the story?
After After
Reading
Title: Too Many Tamales Genre: Narrative Story Text Level: M
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features In this narrative story, Maria spends time cooking with her mother. While • Story told by third part narrator. cooking she encounters a problem. How will she handle it? Will she do the right thing? • Frequent use of dialogue Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Unfamiliar Language Structures Read to find out how Maria solves her problem.
• Italicized words How does Maria solve her problem? Do you agree or disagree with how she handles it? What would you do?
• Spanish words ng Read the whole book
Before OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for Readi comprehension support Relevant Vocabulary • masa
• dusk
• corn husks
• Nina
kneaded • • batch
One to One Conference: Teacher Records Observational Notes and/or Completes Rubric and Places Collective
Information in Assessment Notebook
• Assess fluency of oral reading
During During Assess & prompt for fluent & efficient word-solving strategies • 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 Maria learned from this • Do you think Maria should be punished or do you think experience? she learned a lesson? • What do you think she will do next time? • Give evidence from the text to support your thinking? After After Reading
Title: Mr. Lincoln’s Way Genre: Narrative Story Text Level: ?
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features Eugene is always getting in trouble (with a capital T) at school. His principal, • Descriptive language Mr. Lincoln, tries to help him. • Transitional phrases • Dialogue
Unfamiliar Language Structures Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers • Read to find out how Mr. Lincoln helps Eugene make a discovery • you’re not our kind about himself. • trapped in their thinking • How does Eugene change from the beginning of the story?
• good to his word • like a duck takes to water
Before Before
Reading
Relevant Vocabulary
• wrenched • leered • commotion • defiant • model citizen • coaxed
One to One Conference: Teacher Records Observational Notes and/or Completes Rubric and Places Collective
Information in Assessment Notebook
• Assess fluency of oral reading
During During Assess & prompt for fluent & efficient word-solving strategies • Reading • Assess and prompt for comprehension • Assess and support log response
Discussion Group Prompts Comprehension Prompt to Assess Deep Understanding of Text
• Why do you think Eugene is always getting in • How do the birds in the atrium relate to the kids in the
trouble? school?
• In what ways did Mr. Lincoln try to help Eugene? • Give evidence from the text to support your thinking.
After After Reading
Title: Amber on the Mountain Genre: Narrative Story Text Level: Q
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features In this mountain setting, Amber finds a friend who teaches her to read.
• figurative language Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers • Read to find out what happens when Amber’s friend moves away Unfamiliar Language Structures before she learns to write. • Will the girls remain friends? Will Amber learn to write?
• mountain folk dialect
Before Before Reading Relevant Vocabulary
• giddy • mulish • balkity • skedaddled • notion • jabbering
One to One Conference: Teacher Records Observational Notes and/or Completes Rubric and Places Collective
Information in Assessment Notebook g • Assess fluency of oral reading
During During Assess & prompt for fluent & efficient word-solving strategies • Readin • Assess and prompt for comprehension • Assess and support log response
Discussion Group Prompts Comprehension Prompt to Assess Deep Understanding of Text
• Do you think Amber and Anna will see each • How did Anna learn to read and write? Was it hard for other again? her? Give evidence from the text to support your
• Why do you think Amber hadn’t learned to read thinking.
or write yet?
After After Reading
Title: Pinduli Genre: Narrative Story Text Level: O
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features In this story set in East Africa, is about a hyena that was teased about her physical appearance. She tries to change her appearance to mask the flaws • Dialog presented in italics the other animals brought to her attention. • Powerful descriptive vocabulary
Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Unfamiliar Language Structures • Read to find out how Pinduli helps the other animals to change to be less critical to others. • pack erupted into wheezing laughter and galumphed away Log Focus: How did the animals change by the end of the story? Give
tongues lolling examples from the text. • use of ‘ed’ endings • pounding of pads
Before Before Reading OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for comprehension support Relevant Vocabulary Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers: • exquisite
• prickly fringe
• galumphed • symmetry • clarity haziness • whinnied • haziness
One to One Conference: Teacher Records Observational Notes and/or Completes Rubric and Places Collective
Information in Assessment Notebook
• Assess fluency of oral reading
During During Assess & prompt for fluent & efficient word-solving strategies • Reading • Assess and prompt for comprehension • Assess and support log response
Discussion Group Prompts Comprehension Prompt to Assess Deep Understanding of Text
• Why do you think Pinduli was kind to the • Why do you think Pinduli responded kindly to the other
animal’s who teased him? animals? Give evidence to support your thinking.
After After Reading
Title: Chicken Sunday Genre: Personal Narrative Text Level: M
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features After attending church on Sunday, Patricia and her “brothers” eat chicken dinner with Gramma. In trying to purchase a hat for Eula Mae, the kids have a • Simile – “Like slow thunder and confrontation with the local shopkeeper who becomes their friend. sweet rain” • Descriptive Language – “Pulling moist chicken-fried air” • First-person Narration – “Patricia’s Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers first-person narration gives story • Read to see how the children connect with Mr. Kodinsky in trying to authenticity, making readers get a hat for Miss Eula Mae. connect to people and events of the story. OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for Unfamiliar Language Structures comprehension support
• “churchin’ up” – going to church Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers: • “Spaceeba” – thank you in
Before Before • After the children are accused (viewing from another person’s
Reading Russian • “Pysanky eggs” – Russian perspective). decorated eggs • When they sold all the eggs. • “Chutzpah” – courage • “Babushka” – grandma
• “Hoppin’ John” – black-eyed peas Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers: • “Bubbie” - babushka
Relevant Vocabulary
• gllisteri • intricate • hatbox • rumbled • glorious One to One Conference: Teacher Records Observational Notes and/or Completes Rubric and Places Collective
Information in Assessment Notebook
• Assess fluency of oral reading During During
Assess & prompt for fluent & efficient word-solving strategies
Reading • • Assess and prompt for comprehension • Assess and support log response Discussion Group Prompts Comprehension Prompt to Assess Deep Understanding of Text
• How could you relate to Patricia’s chicken • Why does Miss Eula say Mr. Kodinsky’s had a hard life? Sundays? (give evidence to support your answer) • Why did she consider these people her family (brothers)?
• How did the children prove themselves to Mr. Kodinsky?
After After
Reading
Title: Goin’ Someplace Special Genre: Historical Fiction Text Level: M1
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features Tricia Ann was a young black girl growing up in the south during the 1950s. During her first unsupervised outing into the city, she experiences the effects of • Historical landmarks segregation. • Symbolism “someplace special “ = Library
Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Unfamiliar Language Structures • Describe the obstacles Tricia Ann faced trying to get ‘Someplace Special.” • Dialect • How do you feel about segregation (give 3 specific examples from the
text to support your answer) ore ore
Bef Relevant Vocabulary OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for Reading comprehension support • filling station • sober legs Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers: • scald • staggered
• pocket book
• strutted
• stone mason Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers:
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
• Discuss the emotions Tricia Ann felt during her • Why do you think Mama Frances told Tricia Ann, “Hold trip to “Someplace Special.” your head up and act like you belong to somebody”? • Is there prejudice in the world today? (give • Use evidence from the text to support your answer. examples) • How did Tricia Ann’s attitude change from the beginning
• How would you feel if you were Tricia Ann living of the story to the end? er er in the 1950s?
Aft
Reading
Title: Mrs. Mack Genre: Personal Narrative Text Level: O
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features Pat has a dream to get a horse. This story tells about how dreams can come true. • Dialogue in quotation marks • Broken into sections (chapters) • Paragraphs Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers • How does the author show time is passing? (give specific examples Unfamiliar Language Structures from the text)
• Shugah – slang for sugar • Whuffled OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for comprehension support
Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers: Relevant Vocabulary
Before Before • What clues did you find that told you it was a personal narrative? Reading • stirrup • withers
• bridle Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers: • canter
• corral • Describe the characters and the roles they played. • reins
• muzzle • Impala (car) • hitching post • blacksmith • molasses • stethoscope
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 the main character learned? • Why did her dad take her to Dogpatch to learn to ride? • Why do you think she left gifts for Hap?
After After
Reading
Title: How Pizza Came to Our Town Genre: Narrative Fiction Text Level: O
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features Narrative fiction story about a distant cousin who comes to visit. This cousin misses pizza, but the town does not know what pizza is. • Dialogue in quotes • Bolded letter at the beginning of each page Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers • Sequence • Read to find out what Mrs. Pellegrino misses so badly and how the girls make her happy..
Unfamiliar Language Structures OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for comprehension support
• phonetic spelling in parenthesis • dialect Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers:
Before Before Reading • Read to find out why Mrs. Pellegrino is so sad. • How does the author show time passing? Relevant Vocabulary
• pizzeria • parmesan • ingredients • muttered • yeast • oregano • mournfully
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
After Reading Discussion Group Prompts • • • •
Predict what the town will do now that they know Why did the children try to help the Mrs. How do you think the How does the author show time passing? about pizza. Pelligrino better?
town felt about the pizza? the about felt town
Comprehension Prompt to Assess Deep Understand •
What do you think might happen next ye Pelligrino returns?
ar when Mrs. ing of Text of ing
Title: Grandpa’s Face Genre: Narrative Fiction Text Level: __Q__
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features Tamika loves everything about her grandpa. Especially his expressive face. But one day, when Tamika watches Grandpa rehearsing for a play, she sees a • Dialogue different face, one he has never seen before.
Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers • Read to find out how Tamika’s feelings for her grandfather change. Unfamiliar Language Structures
• brown of his face OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for
• long stories that he sang comprehension support • the look of his mouth • hard face Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers:
Before Before Reading • stomach filled with scared places • wave of laughter • How does the author show us Tameka’s feelings are changing? • Give specific examples from the text to support your thinking.
Relevant Vocabulary
• theatre • rehearsing • jigsaw • spattering
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
• How do you think Tamika feels about her • Why do you think the title of this book is Grandpa’s Face? Grandpa? Give evidence from the text to support your thinking. • Why?
After After
Reading
Title: The Wednesday Surprise Genre: Personal Narrative Text Level: O
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features This story is about a girl named Anna who is planning a surprise for her daddy’s birthday. On Wednesdays, Anna and her Grandma get together and work on • first person narration the surprise. • strong expression • dialog • proper nouns Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers • italicized book titles Purpose: Read to find out what the Wednesday surprise is.
Log Focus: What are some clues that helped you infer what the
surprise might be? Unfamiliar Language Structures ore ore OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for
Bef comprehension support Reading • smart as paint
• my heart is beating awfully fast Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers:
Relevant Vocabulary
• vaguely • brimming • astonished
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 clues did you find the author gave us • Why do you think Grandpa asked Anna to teach her to about the surprise? read? • What did you expect the surprise to be? • Give evidence from the text to support your response.
After After
Reading
Title: Emma’s Rug Genre: Narrative Fiction Text Level: R
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features In this narrative fiction story, Emma embarks on a journey of becoming a great artist. But, suddenly a problem arises. • figurative language • artist’s inspiration • placement of text on the page Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Purpose: Read to find out what Emma’s problem was and how it was resolved.
Log Focus: Describe the setting, problem and solution.
Unfamiliar Language Structures
• similes and metaphors Read whole book
Before Before Reading OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for comprehension support Relevant Vocabulary Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers: • pangolin
• tapir • cooed • maestro’s baton • shriveled
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
• Have you ever been inspired? • Why do you think Emma thought there were eyes all • Why did Emma throw away her awards and rug around her? Give evidence from the text to support your and call them kid stuff? p. 26 thinking. • How did the author show Emma’s different
emotions? Give evidence from the text.
After After
Reading
Title: The Copper Lady Genre: Historical Fiction Text Level: N
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features Read aloud the Author’s Note at the beginning of the book. Discuss how this book is historical fiction (A fictional story with real and invented characters that • Author’s Note (beginning of book) takes place during a historical time.) • Afterward (end of book)
Unfamiliar Language Structures Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers
• French names Purpose for Reading: Read to find out if Andre’ will be able to find freedom.
Response Log Focus: Why do you think Andre’ had such a connection with the
Relevant Vocabulary statue of liberty? Give evidence from the text to support your thinking.
• pedestal Before Before Reading • coal delivery (unfamiliar concept) OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for comprehension support • coppersmith (unfamiliar concept)
Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers:
Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers:
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
• Why did Andre’ want his freedom? • What was the overall theme of this book? (freedom) Give evidence from the text to support your thinking. • Why was he so interested in the Statue of Liberty?
ing • What do you think happened after Andre’ came to America? After After Read
Title: Mrs. Katz and Tush Genre: Narrative Fiction Text Level: O/34
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features This story is about a young boy named Larnel and an elderly neighbor lady named Mrs. Katz who become lasting friends. • repetitive text (such a person, such a life) Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers • words in another language were in Purpose: Read to find out how a kitten with no tail brings them italics together to become a family • dialogue w/quotation marks Log Focus: How does this book teach us about relationships? Give specific examples from the text
Read whole book
Unfamiliar Language Structures
• dialect OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for broken English comprehension support Before Before • Reading Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers:
Relevant Vocabulary
• Hannukah • Passover • scrawny • Yiddish • kugel • Catskills
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 the phrase “such a nice • How did the characters change from the beginning of the person means”? story to the end? Give evidence from the text to support
your thinking.
After After
Reading
Title: When Jessie Came Across the Sea Genre: Narrative Fiction Text Level: T/44
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features This story is about a little girl named Jessie, who lived with her grandmother in another country. The rabbi chooses her to go to America to work, leaving her • dialogue grandmother behind. • italics • figurative language Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Purpose: How does Jessie feel about going to America? Will she ever see her grandmother again?
Unfamiliar Language Structures Read up to her arrival to America
OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for
potbellied stove • • delicate sash comprehension support
• “But alas…” Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers:
Before Before • lace bodice Reading • Miss Almond Eyes Danced Purpose: How might Jessie’s relationship with Lou change over time?
Relevant Vocabulary
• rabbi • synagogue • pelted • ginger-colored freckles • auburn • parlor
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 Jessie was thinking on the • How did Jessie change throughout the book? Provide ship? evidence from the text to support your thinking. • How would you feel if you were Jessie? • What was the significance of the ring?
• What life lessons did grandmother teach Jessie
that played a role later in the story? • What are some of Jessie’s character traits? After After • What will Jessie’s grandmother do in New York? Reading
Title: The Memory Coat Genre: Historical Fiction Text Level: O/44
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features In this historical fiction story, a young girl named Rachel and her cousin Grisha find themselves traveling from Russia to Ellis Island in America. A problem • Author’s note arises when they try to pass the health inspection to come into America. • Historic notes • Elements of historical fiction Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers • Authenticity of illustrations Purpose: Read to find out what hardships and struggles they had to • Social and cultural aspects overcome to stay together as a family. relevant to the time period Response Log Focus: How does the author show us in words that this family is extremely close? Give examples from the text to support your Unfamiliar Language Structures thinking
Read whole book • He had been orphaned when he lost his parents in an epidemic.
OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for • We must not wait for our children’s blood to cover the snow. comprehension support
• Inside he can still feel his mama’s
Before Before Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers:
Reading touch…
Relevant Vocabulary
• epidemic • chaos • turret • impression • immigrant • buttonhook • inspectors • good impression • synagogue • orphaned
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
• Discuss the dangers this family faced: in Russia, • This story is titled “The Memory Coat”. Describe how the
on their journey and in America. coat impacted the family’s journey to America.
• Predict how their life might be different in America than Russia.
After After Reading
Title: Letting Swift River Go Genre: Personal Narrative Text Level: M/28
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features Sally Jane is a young girl who grew up by Swift River Valley. She • Written as a first person narrative watches as her town changes and learns a valuable lesson. (I) • proper nouns Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers • similes Purpose: Read to find out how Sarah Jane’s town changes and what lesson she learns.
Response Log Focus: What lesson does Sarah Jane learn? Give Unfamiliar Language Structures evidence from the text to support your thinking. efore efore
B Reading • harvested ice Read whole text • woodpeckers (men that cut down trees) OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for comprehension support Relevant Vocabulary Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers:
• mumblety-peg
• eiderdowns
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
• How do you think Sarah Jane felt as the town • Why do you think the book is titled Letting Swift River began to change? Go? Give evidence from the text to support your
• How does the author show that time has thinking. passed?
After After • Discuss a time you had to let something go.
Reading
Title: Train to Somewhere Genre: Historical Fiction Text Level: P/38
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features In this historical fiction story, Eve Bunting writes about orphan children • Internal thoughts are in italics who traveled across the country on a train to find family to adopt them. • dialogue is in quotation marks This story is based on actual events that happened in the 1800”s. • figurative language Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Unfamiliar Language Structures Purpose: Read to find out if Marianne finds her mother along the way.
Response Log Focus: What lesson does Marianne learn? Give
• Phrases from British boy on page 10 and woman on page 12 evidence from the text to support your thinking.
Relevant Vocabulary Read whole text Before Before Reading • placing-out OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for comprehension support • larkspur
• stowaway Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers: • clutches
bad-tempered • • orphan • crumbling inside me • nestles
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
• How do you think Marianne felt being the last • What was the significance of the feather in the story?
one left? Give evidence from the text to support your thinking.
• How does Marianne’s wish for a mother turn out differently than she expected?
After After Reading
Title: More Than Anything Else Genre: Personal Narrative Text Level: N/30
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features In this personal narrative Booker has a deep hunger. He works very • symbolism: The salt pile is a hard after the civil war with his family. symbol of the hopelessness and obstacles to overcome –an Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers underlying element of continued Purpose: Read to find out what Bookers deep hunger really is. slavery • figurative language Response Log Focus: How does the author give clues s to what kind • punctuation used to add of hunger Booker has. description and emphasis
Read whole text
Unfamiliar Language Structures OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for
Before Before comprehension support
Reading • I see myself the man. • I can’t catch the tune of what I see. Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers:
Relevant Vocabulary
• cooper • salt works • linger • baptized • hunger
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 predict is in Booker’s future? • What do you think the author meant when he said “he
• What type of person or character traits does found the brown face of hope”? Booker possess? • Why did Booker hunger to read? After After Reading
Title: Allison Genre: Narrative Story Text Level: Q-40
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features In this narrative story Allison struggles with the fact that she is • dialogue adopted and looks different from the rest of her family. • metaphors Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Purpose: Read to find out if Allison will ever feel like she is part of her adopted family. Unfamiliar Language Structures Response Log Focus: What makes Allison feel like she doesn’t
• talked to her in words no one else belong? Give evidence from the text to support your thinking. could understand p. 16 dad’s face darkened p. 20 Read whole text Before Before • Reading • cat stole over to the dish p.24 OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for Relevant Vocabulary comprehension support
Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers: • kimono
• obi
• Mei Mei • cradling • bronzed
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
• Why did Allison’s smile disappear? • How does Allison change throughout the book? Give
• What item did Allison destroy? Why did she evidence from the text to support your thinking. destroy it? • How does the cat relate to Allison? After After Reading
Title: Thank You, Mr. Falker Genre: Personal Narrative Text Level: M/28
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features In this story, Trisha has trouble with reading until one day she meets • Metaphor: Trisha’s grandma used Mr. Falker. to say that stars were holes in the sky. Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers • simile: knowledge is like the bee Purpose: Read to find out how Mr. Falker helps Trisha. that made sweet honey • Onomatopoeia: sounding out Response Log Focus: What does Mr. Falker do to help Trisha? words • Read whole text Unfamiliar Language Structures OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for
• two-tone 1949 Plymouth comprehension support
• She was stumbling through a page in Charlotte’s Web Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers:
Before Before Reading • It was not long after that her
grandma must have let go of the grass…
Relevant Vocabulary
• cunning • twilight • stairwell • abuzz • mole • maggoty • dumbbell
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
• How does Trisha feel at the beginning of the • How did Trisha change in the story? Give evidence from story? the text to support your thinking. • How does Mr. Falker help her?
• What did grandpa mean when he said “Knowledge is like the bee that makes sweet
After After honey, you have to chases it through the pages
Reading of a book.”
Title: Smokey Night Genre: Personal Narrative Text Level: P/38
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features Daniel and his mother witness a riot and a fire erupts in their • Quotations/dialogue apartment building which lead them to make friends with neighbors.. • Written in first person Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Purpose: Read to find out how Daniel and his mother become closer to their neighbors.
Unfamiliar Language Structures Response Log Focus: How do you know that a racial issue caused the riot? Give examples from the text to support your thinking?
Before Before Reading Relevant Vocabulary Read whole text
• riot OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for • hooligans comprehension support • flicker Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers: • squacking
• staggering
• shelter
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
• How did the riot bring Daniel and his mother • How did the characters change through the events in the
closer to their neighbors? story?
• What do you think caused the riot?
After After Reading
Title: Dreaming of America: An Ellis Island Story Genre: Historical Fiction Text Level: N/30
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features In this historical fiction story, set during the late 1800’s, Annie and her • Real photos to match illustrations brothers sail from Ireland to America to be reunited with their parents. and caption • Artifacts that add to illustrations Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers and story Purpose: Read to find out how Annie Moore and her brothers were • afterword the first immigrants to process through Ellis Island in America. • first person narration
Response Log Focus: What was the process of coming to America
and through Ellis Island like? Give evidence from the text to support your thinking?
Before Before Unfamiliar Language Structures Reading Read whole text • harvested ice OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for • woodpeckers (men that cut down trees) comprehension support
Relevant Vocabulary Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers:
• mumblety-peg • eiderdowns
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
• How do you think Annie and her brothers felt • What do you think Annie learned from her trip to
about their journey? America? Give evidence from the text to support your
• What was the significance of the two hearts on thinking. the ring? After After • What was the author trying to teach us? Reading
Title: A River Ran Wild Genre: Historical Fiction Text Level: P/38
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features In this historical fiction story, the Nashua River changes from clear • timeline water long ago to a polluted river. • illustrations on borders give additional information Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Purpose: Read to find out how the polluted river is restored to its natural beauty
Unfamiliar Language Structures Response Log Focus: How does the author show us that time is
passing? Give specific examples from the text. • quotation marks are used to emphasize words Read whole text
Before Before
Reading Relevant Vocabulary OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for comprehension support • generation • Oweana Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers:
• Nashua
• bolt of bright cloth • mourned • decomposed • chemicals
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 Weeawa said in his dream? • Why do you think the Nashua River is a place where we
• Why do you think people polluted the river? once again see wildlife? Give evidence from the text to
support your thinking.
After After Reading
Title: Beatrice’s Goat Genre: Narrative Fiction Text Level: O/34
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features Beatrice and her family in Africa are doing very well now thanks to the • story is told in past tense after acquisition of a goat for the family. This is the story of how her family starting out in the present was able to get a goat.
Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Purpose: Read to find out how Beatrice’s family was able to get a
Unfamiliar Language Structures goat.
• African names Response Log Focus: How does the author show us the importance
Before Before of having a goat and the impact on the family? Reading • descriptive language Read whole text Relevant Vocabulary OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for • cassava flour comprehension support • goats milk Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers: • elephant grass
• dancing eyes
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
• Why was having a goat so important for the • What do you think happened to Beatrice after the story
family? ended? Use evidence from the text to support your
• How will this goat change the family? thinking.
After After Reading
Title: The Lost Lake Genre: Personal Narrative Text Level: O/34
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features In this personal narrative the boy lives with his father in the city for the summer. They take a trip to the mountains and discover more than the lost lake.
Unfamiliar Language Structures Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Purpose: Read to find out what the boy and his dad discover on their
• ellipses trip to the lost lake. • hyphenated words • italics for emphasis Response Log Focus: What events occur that change the boy and
Before Before dad’s relationship? Reading Relevant Vocabulary Read whole text • poncho • knapsack OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for comprehension support • glum
• darted Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers:
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
• How does the boy feel at the beginning of the • How do the characters change in the story? Use story? evidence from the text to support your thinking. • Why do you think the dad didn’t want to camp
around other people? • Do you think the dad and boy will act differently
After After toward each other when they go back to the
Reading city?
Title: A River Dream Genre: Narrative Story Text Level: O/34
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features • dialog presented in quotation This is a narrative story about a boy and his uncle trout fishing, marks brought to life in his dream. • figurative language • similes Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Purpose: Read to find out how the boy discovers an appreciation for life.
Unfamiliar Language Structures Response Log Focus: How does the author show us the difference • Several sentences begin with but between fantasy and reality? Give examples from the text to support your thinking.
Before Before or why Reading Relevant Vocabulary Read whole text
• limp OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for comprehension support • bald mountains
• rainbow trout Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers: • bobbing
shallow •
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
• Have you ever received a gift that reminds you • Predict how the boy’s decision while fishing will affect the
of a special time? rest of his life. Use evidence from the text to support
• How does the author differentiate between your thinking. reality and fantasy? After After • Why do you think the boy decides to release the Reading fish?
Title: A Day’s Work Genre: Narrative Story Text Level: O/34
Literary Elements within Text or Text Orientation to Whole Text Structure/Text Features In this narrative story, a young boy and his grandfather are looking for a day’s work.
Unfamiliar Language Structures Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Purpose: Read to find out what happens at the day’s work. • Several sentences include
Spanish words/phrases Response Log Focus: Francisco and his grandfather have several • italicized words for emphasis problems in the story. Identify the problems and tell how were they solved? Give examples from the text to support your thinking. Before Before
Reading Relevant Vocabulary Read whole text • Spanish words: hace frio, chorizos, abuelo OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for • prowling comprehension support • holy Toledo Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers: • omen
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 were some of the problems the characters • What did Francisco learn in the story? Use evidence
faced in the story? from the text to support your thinking.
• How were the problems solved?
After After Reading