Grade 2
Unit 5: Series Reading and Cross Genre Clubs
TABLE OF CONTENTS
Unit 5 Table of Contents
Series Reading and Cross Genre Club
Section




Page #
Unit Goals and Standards
Unit 5 at a Glance
English/Spanish/Russian Monthly Planner
Assessment Checklist
Lesson
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Lesson 13
Lesson 14
Lesson 15
Lesson Title
Readers predict and notice patterns in a story by reading series
books.
Readers question why a pattern is happening by noticing patterns in
a series book.
Readers come up with theories about characters by noticing change
in the character.
Readers pay close attention to patterns by jotting down why they
think something is important.
Readers predict what will happen by paying attention to the
patterns in a series.
Readers talk long and strong about a book by collecting sticky notes
they wrote while reading the book.
Readers work hard to make sure they understand their books by
comparing and contrasting two books in the same series.
Readers see how books in a series fit together by listening to what
their partner says about another book in the series and asking
questions about it.
Readers gather more information about the story by stopping and
asking themselves questions.
Readers keep track of their thoughts by using a graphic organizer.
Readers revise their all or nothing thinking by understanding that
characters are complex.
Readers sort out their thinking about characters by discussing what
they are confused by or don’t agree with.
Readers expect to be surprised by the characters by being on the
“lookout” for those surprising moments.
Readers continue their thinking after they finish a book by reflecting
on the author’s message or lesson.
Readers think deeply about their books by talking to our partners or
club members about what is the same and what is different.
3-4
5-7
8-9
Missing
Page #
10-11
12-13
14-15
16-17
18-19
20-21
22
23-24
25-26
27-28
29-30
31-32
33-34
35-36
27-38
1
Grade 2
Unit 5: Series Reading and Cross Genre Clubs
Lesson 16
Lesson 17
Lesson 18
Lesson 19
Lesson 20
Lesson 21
Lesson 22
TABLE OF CONTENTS
Readers compare and contrast their books by reading different
books in a series and thinking how they are alike and different.
Readers understand that characters are sometimes the same and
sometimes different by studying the interaction and reactions within
a series.
Readers come up with theories of their characters actions by making
connections and asking questions.
Readers can learn more about their book and character by reading
other books to get more information.
Readers grow their ideas by going back and forth between fiction
and non- fiction books to expand their knowledge.
Readers can find answers to their questions by using many nonfiction sources.
Readers use the information by teaching others and talking smart
about their topic.
39-40
41-42
43-45
46-48
49-51
52-54
55-58
2
Grade 2
Unit 5: Series Reading and Cross Genre Clubs
Grade 2 Reading Unit 5
Unit of Study Planning Template
Unit:
Series Reading and Cross Genre Clubs
Goals:

(These should align
with Essential
Questions. Each goal is
developed in the
following planning
pages- one per goal.)
TABLE OF CONTENTS
Dates
Feb 5-Mar 8
Readers figure out how a series goes, noticing patterns and predicting
what will happen.
 Even when readers think we know how a series will go, we are ready to
be surprised.
 Readers grow smart ideas by looking across different series, and we use
the smart work of club members to push our thinking.
 Readers let a series book lead us into learning about a topic.
Essential
Questions:
(These should be
aligned with Goals.)
Standards:
2.RL.1 Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
2.RL.3 Describe how characters in a story respond to major events and
challenges.
2.RL.5 Describe the overall structure of a story, including describing how
the beginning introduces the story and the ending concludes the
action.
2.RL.7 Use information gained from the illustrations and words in a print or
digital text to demonstrate understanding of its characters, setting,
or plot.
2.RL.9 Compare and contrast two or more versions of the same story (e.g.,
Cinderella stories) by different authors or from different cultures.
2.SL.1 Participate in collaborative conversations with diverse partners
about grade 2 topics and texts with peers and adults in small and
larger groups.
a. 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).
3
Grade 2
Unit 5: Series Reading and Cross Genre Clubs
TABLE OF CONTENTS
b. Build on others’ talk in conversations by linking their comments to the
remarks of others.
c. Ask for clarification and further explanation as needed about the topics
and texts under discussion.
2.SL.3 Ask and answer questions about what a speaker says in order to
clarify comprehension, gather additional information, or deepen
understanding of a topic or issue.
Key
Vocabulary:
Anchor Texts:
Theories, patterns, series, change, predict, expect, anticipate, compare, contrast,
graphic organizer, revise, complex, agree, disagree, author’s message, lesson,
sources, fiction, nonfiction
Magic Tree House, A to Z Mysteries, Frog and Toad, Pinky and Rex, Froggy,
Cam Jansen, Nate the Great, Horrible Harry, Judy Moody, Junie B. Jones,
Ramona, Clifford, Arthur, The Polk Street Kids, Little Bear, Iris and Walter,
Henry and Mudge, Marvin Redpost, Amelia Bedelia, Eloise, If you give a
Mouse a cookie, Madeline, Wayside School
Other
Resources:
FORMATIVE
Assessment:
(Including CCSS
performance task.)

SUMMATIVE

4
Grade 2
Unit 5: Series Reading and Cross Genre Clubs
TABLE OF CONTENTS
Unit of Study at a Glance Planner
UNIT 5: Series reading and cross genre reading clubs
GOAL:
Readers figure out how a series
goes, noticing patterns and
predicting what will happen
MINILESSONS:
 Readers predict and notice
patterns in a story by reading
series books.. (pg. 94)
2.RML.5-1
GOAL:
Even when readers think we
know how a series will go, we
are ready to be surprised.
MINILESSONS:
 Readers gather more
information about the story by
stopping and asking
themselves questions. (pg. 95)
2.RML.5-9
 Readers question why a
pattern is happening by
noticing patterns in a series
book. (pg. 94)
2.RML.5-2
 Readers keep track of their
thoughts by using a graphic
organizer. (pg.95)
2.RML.5-10
 Readers come up with
theories about characters by
noticing change in the
character. (pg. 94)
2.RML.5-3
 Readers revise their all or
nothing thinking by
understanding that characters
are complex. (pg. 95)
2.RML.5-11
GOAL:
Readers grow smart ideas by
looking across reading series and
we use the smart work of club
members to push our thinking.
MINILESSONS:
 Readers think deeply about their
books by talking to our partners
or club members about what is
the same and what is different.
(pg. 96)
2.RML.5-15
Readers compare and contrast
their books by reading different
books in a series and thinking
how they are alike and
different.9pg. 96)
2.RML.5-16
GOAL:
Readers let a series book lead us
into learning about a topic.
MINILESSONS:
 Readers can learn more about
their book and character by
reading other books to get
more information. (pg.97)
2.RML.5-19
 Readers grow their ideas by
going back and forth between
fiction and non- fiction books
to expand their knowledge.
(pg. 97)
2.RML.5-20
 Readers can find answers to
their questions by using many
non-fiction sources. (pg. 98)
2.RML.5-21
5
Grade 2
Unit 5: Series Reading and Cross Genre Clubs
TABLE OF CONTENTS
UNIT 5: Series reading and cross genre reading clubs
GOAL:
Readers figure out how a series
goes, noticing patterns and
predicting what will happen
MINILESSONS:
GOAL:
Even when readers think we
know how a series will go, we
are ready to be surprised.
MINILESSONS:
 Readers pay close attention to
patterns by jotting down why
they think something is
important. (pg. 94)
2.RML.5-4
 Readers sort out their thinking
about characters by discussing
what they are confused by or
don’t agree with. (pg.95)
2.RML.5-12
 Readers predict what will
happen by paying attention to
the patterns in a series. (pg.
94)
2.RML.5-5
 Readers expect to be surprised
by the characters by being on
the “lookout” for those
surprising moments. (pg.96)
2.RML.5-13
 Readers talk long and strong
about a book by collecting
sticky notes they wrote while
reading the book. (g. 95)
2.RML.5-6
 Readers continue their
thinking after they finish a
book by reflecting on the
author’s message or lesson.
(pg 96)
2.RML.5-14
GOAL:
Readers grow smart ideas by
looking across reading series and
we use the smart work of club
members to push our thinking.
MINILESSONS:
 Readers understand that
characters are sometimes the
same and sometimes different by
studying the interaction and
reactions within a series. (pg. 96)
2.RML.5-17
GOAL:
Readers let a series book lead us
into learning about a topic.
MINILESSONS:
 Readers use the information
by teaching others and talking
smart about their topic. (pg.
98)
2.RML.5-22
 Readers come up with theories
of their characters actions by
making connections and asking
questions. (pg. 96)
2.RML.5-18
6
Grade 2
Unit 5: Series Reading and Cross Genre Clubs
TABLE OF CONTENTS
UNIT 5: Series reading and cross genre reading clubs
GOAL:
Readers figure out how a series
goes, noticing patterns and
predicting what will happen
MINILESSONS:
GOAL:
Even when readers think we
know how a series will go, we
are ready to be surprised.
MINILESSONS:
GOAL:
Readers grow smart ideas by
looking across reading series and
we use the smart work of club
members to push our thinking.
MINILESSONS:
GOAL:
Readers let a series book lead us
into learning about a topic.
MINILESSONS:
 Readers work hard to make
sure they understand their
books by comparing and
contrasting two books in the
same series. (Pg. 95)
2.RML.5-7
 Readers see how books in a
series fit together by listening
to what their partner says
about another book in the
series and asking questions
about it. (pg. 95)
2.RML.5-8
7
Grade 2
Unit 5: Series Reading and Cross Genre Clubs
TABLE OF CONTENTS
WORKSHOP CALENDAR FOR:
2nd Grade Reading Unit 5
Unit of Study: Unit 5
Series Reading and Cross Genre Reading Clubs
MONDAY
TUESDAY
2/5
Readers predict and notice
patterns in a story by reading
series books. (pg. 94)
2.RML.5-1
Date: Feb 5-Mar 8
WEDNESDAY
2/6
Readers question why a
pattern is happening by
noticing patterns in a series
book. (pg. 94)
2.RML.5-2
THURSDAY
FRIDAY
2/7
2/8
Readers come up with
theories about characters by
noticing change in the
character. (pg. 94)
2.RML.5-3
Readers pay close attention
to patterns by jotting down
why they think something
is important. (pg. 94)
2.RML.5-4
2/11
2/12
2/13
2/14
2/15
Readers predict what will
happen by paying attention
to the patterns in a series.
(pg. 94)
2.RML.5-5
Readers talk long and strong
about a book by collecting
sticky notes they wrote while
reading the book. (g. 95)
2.RML.5-6
Readers work hard to make
sure they understand their
books by comparing and
contrasting two books in the
same series. (Pg. 95)
2.RML.5-7
No school
2/18
2/19
2/20
Readers see how books in a
series fit together by
listening to what their
partner says about another
book in the series and
asking questions about
it.(pg. 95) 2.RML.5-8
2/21
No school
Readers gather more
information about the story
by stopping and asking
themselves questions. (pg.
95)
2.RML.5-9
Readers keep track of their
thoughts by using a graphic
organizer. (pg.95)
2.RML.5-10
Readers revise their all or
nothing thinking by
understanding that
characters are complex. (pg.
95)
2.RML.5-11
Readers sort out their
thinking about characters
by discussing what they are
confused by or don’t agree
with. (pg.95) 2.RML.5-12
2/22
8
Grade 2
Unit 5: Series Reading and Cross Genre Clubs
TABLE OF CONTENTS
2/25
2/26
2/27
2/28
3/1
Readers expect to be
surprised by the characters
by being on the “lookout”
for those surprising
moments. (pg.96)
2.RML.5-13
Readers continue their
thinking after they finish a
book by reflecting on the
author’s message or lesson.
(pg 96)
2.RML.5-14
Readers think deeply about
their books by talking to our
partners or club members
about what is the same and
what is different. (pg. 96)
2.RML.5-15
3/ 4
3/5
3/6
Readers compare and
contrast their books by
reading different books in a
series and thinking how they
are alike and different.. 9pg.
96)
2.RML.5-16
3/7
Readers understand that
characters are sometimes
the same and sometimes
different by studying the
interaction and reactions
within a series. (pg. 96)
2.RML.5-17
3/8
Readers come up with
theories of their characters
actions by making
connections and asking
questions. (pg. 96)
2.RML.5-18
Readers can learn more
about their book and
character by reading other
books to get more
information. (pg.97)
2.RML.5-19
Readers grow their ideas by
going back and forth between
fiction and non- fiction books
to expand their knowledge.
(pg. 97)
2.RML.5-20
Readers can find answers to
their questions by using
many non-fiction sources.
(pg. 98)
2.RML.5-21
Readers use the
information by teaching
others and talking smart
about their topic. (pg. 98)
2.RML.5-22
9
Grade 2
Unit 5: Series Reading and Cross Genre Clubs
TABLE OF CONTENTS
Unit 5 Mini Lesson 1
Unit of Study:
Series Reading and Cross-Genre Reading Clubs
Goal:
Readers figure out how a series goes, noticing patterns and predicting what will happen
Teaching point:
Readers predict and notice patterns in a story by reading series books.
Los lectores predicen y notan los patrones en la historia al leer libros de la misma serie.
Remember the old. Notice what’s new!
іRecuerda lo que ya sabes y nota lo que es nuevo!
Nate the Great or other series the class is familiar with. All Sticky notes need to be saved
from the first 5 lessons.
Catchy phrase:
Text:
Chart:
Standard:
2.RL.3 Describe how characters in a story respond to major events and challenges.
2.RL.7
Use information gained from the illustrations and words in a print or digital
text to demonstrate understanding of its characters, setting, or plot.
2.RL.5
Describe the overall structure of a story, including describing how the
beginning introduces the story and the ending concludes the action.
Mini Lesson: (7-10 minutes total)
Connection:
Just like sports fans follow their favorite teams and television watchers follow their favorite shows, so,
too, readers follow their favorite series. (Teacher uses an example of what is recurring in one of
students’ favorite children’s show.)
Teach:
Today I want to teach you that as we read on in a series we carry everything we know about the series
with us. We enter each book in the series expecting to reencounter certain things, like a recurring cast
of characters or setting. When we read our series books, we see new things because of all that we
already know. We notice things that are out of the ordinary or pay attention to the introduction of
new characters, new places, or new experiences. Readers predict and notice patterns in a story by
reading series books. Remember the old and notice what’s new!
Whenever I pick up a new Nate the Great book I bet he will eat lots of pancakes, someone will bring
him a mystery to solve and he’ll leave his mom a note. I think his friend Annie will have a dog named
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Grade 2
Unit 5: Series Reading and Cross Genre Clubs
TABLE OF CONTENTS
Fang and his friend Rosamond will have black cats, big ones and little ones. Readers predict and notice
patterns in a story by reading series books. Remember the old and notice what’s new!
Active Involvement:
(Teacher holds up examples of several series books.) Think to yourself and count on your fingers what
you know always happens in one of these series. (Give the students one minute for private think time.)
Turn to your reading partner and tell them what you know about one of these series. (Teacher listens
to some of the conversations. Teacher has certain partners share what they thought of. Repeat the
Active Involvement one more time.) Then they make predictions?
Link:
Today and every day when you are reading a series book remember readers predict and notice
patterns in a story by reading series books. Remember the old and notice what’s new!
Mid-Workshop Teaching Point:
Share:
Call the kids to the carpet, bringing the series books they read that day. The students can show their
book and share the common characteristics of the book.
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Grade 2
Unit 5: Series Reading and Cross Genre Clubs
TABLE OF CONTENTS
Unit 5 Mini Lesson 2
Unit of Study:
Series Reading and Cross-Genre Reading Clubs
Goal:
Readers figure out how a series goes, noticing patterns and predicting what will happen
Teaching point:
Readers question why a pattern is happening by noticing patterns in a series book.
Readers notice a pattern by asking why is this happening (this is the order and language
from the book)
Los lectores notan patrones al preguntarse porque está pasando esto?
Catchy phrase:
Readers notice the pattern and ask why it is happening.
Lectores notan el patrón y se preguntan por qué está pasando.
Text:
Nate the Great or other series they are familiar with. Make sure two books from the series
have been read before the lesson. All Sticky notes need to be saved from the first 5 lessons.
Chart:
Standard:
2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
2.RL.3 Describe how characters in a story respond to major events and challenges.
Mini Lesson: (7-10 minutes total)
Connection:
Yesterday we noticed patterns in our fiction books. Today I want to teach you that when we read a series book,
we are on the lookout for those patterns-for how a particular series goes. Does the character usually run into
problems right away? Does she tend to act in similar ways? When we notice one, we ask ourselves, Why is this
pattern happening? Readers question why a pattern is happening by noticing patterns in a series book.
Teach:
We noticed in the Nate the Great books Nate always visits his friends to look for clues. He always eats pancakes.
Readers notice the pattern and ask why it is happening so why do we think he always visits his friends and why
does he eat pancakes? He probably goes to all his friends’ houses because they all live in the same neighborhood
and all of the mysteries happen in the neighborhood. So, he would have to ask people that live in the same place
where the mystery took place. I predict he will find the answer or get clues in his own neighborhood. He
probably eats pancakes because he really likes them or he spends so much time looking for clues he gets hungry.
Readers question why a pattern is happening by noticing patterns in a series book.
Active Involvement:
(Show the students another series book like Amelia Bedelia or Clifford.) In this book I notice Amelia always makes
mistakes because she misunderstands the meanings of words. Readers notice the pattern and ask why it is
happening. Turn to your partner and discuss why you think she always misunderstands. Repeat with another
book from another series.
12
Grade 2
Unit 5: Series Reading and Cross Genre Clubs
TABLE OF CONTENTS
Link:
Today and every day remember that readers figure out how a series goes, noticing patterns and predicting what
will happen. Readers notice the pattern and ask themselves why it is happening.
Mid-Workshop Teaching Point:
Share:
Call the kids to the carpet, bringing the series books they read that day. Students can share out a pattern in the
story and explain why they think it is happening?
13
Grade 2
Unit 5: Series Reading and Cross Genre Clubs
TABLE OF CONTENTS
Unit 5 Mini Lesson 3
Unit of Study:
Series Reading and Cross Genre Reading
Goal:
Readers figure out how a series goes, noticing patterns and predicting what will happen.
Teaching point:
Readers come up with theories about characters by noticing change in the character.
Los lectores desarrollan teorías acerca de sus personajes al notar como cambian.
Catchy phrase:
Readers notice changes, ask why and come up with theories!
Nota los cambios, pregúntate por qué y forma tu teoría!
Text:
Frog and Toad series or Fox (Fox on Wheels) or other series. All Sticky notes need to be
saved from the first 5 lessons.
Chart:
Standard:
2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
2.RL.3 Describe how characters in a story respond to major events and challenges.
Mini Lesson: (7-10 minutes total)
Connection:
For the past couple of days we have been noticing patterns in our series books. Sometimes, the character will
do something that doesn’t fit the pattern. Usually Horrible Harry is horrible, but sometimes he is nice. Usually,
Ms. Frizzle is weird, but sometimes she is logical. Usually, Fox is lazy, but once in a while he works very hard for
something. When things like this happen, readers notice, ask why and come up with theories. Readers come up
with theories about characters by noticing change in the character.
Teach: To
Today I want to teach you that as we read, we pay attention to certain things, like parts where the main
character experiences trouble, seems to change, or experiences a big feeling. When this happens we can put
Sticky notes on those parts in our books and ask ourselves, Why is this happening? Theories are our ideas about
why things are happening. Sometimes we are right and sometimes we are not. Still we ask ourselves why and
try to come up with a theory whenever we notice a change in the character. Usually Fox is very lazy. In this
story, Fox is watching TV instead of babysitting his little sister, Louise. When she has a bad fall, he is willing to do
anything she asks.??? This is a big change in Fox. I know that readers notice, ask why and come up with
theories. So I asked myself, why did Fox change? My theory is he didn’t want her to tell on him. Another theory
is he thought she might be dying. Another theory is he felt really bad and wanted to make it up to her.
Active Involvement:
(Teacher reads pg. 28-31 of Fox on Wheels.) First, Fox is afraid to climb the tree for grapes and then he wants to
climb the tree even without getting grapes. Readers notice changes, ask why and come up with theories! Turn
to your partner and come up with a theory together of why you think he changed.
14
Grade 2
Unit 5: Series Reading and Cross Genre Clubs
TABLE OF CONTENTS
Link:
Today and every day when you see a change in a character in your book, ask yourself why and come up with a
theory. Use the Sticky notes to mark a page in your book where your character changes and write your theory
about why the change happened on your Sticky notes Sticky notes .
Mid-Workshop Teaching Point:
Share:
Have the kids come to the carpet with their series book and Sticky notes Sticky notes note. Have students
share out theories for their character’s changes.
15
Grade 2
Unit 5: Series Reading and Cross Genre Clubs
TABLE OF CONTENTS
Unit 5 Mini Lesson 4
Unit of Study:
Series Reading and Cross Genre Reading clubs
Goal:
Readers figure out how a series goes, noticing patterns and predicting what will happen.
Teaching point:
Readers pay close attention to patterns by jotting down why they think something is
important.
Los lectores ponen atención a los patrones al anotar en una notita porque piensan que algo es
importante.
Catchy phrase:
Notice and jot why it is important.
Nota y anota por qué es importante.
Text:
Schoolyard Mystery or other text needs to be read entirely so the students will know how the
important part affects the outcome of the story. All Sticky notes need to be saved from the
first 5 lessons.
Chart:
Standard:
2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
2.RL.3
Describe how characters in a story respond to major events and challenges.
Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
Mini Lesson: (7-10 minutes total)
Connection:
We are becoming good at noticing when our characters change and do something different. We have jotted our
theories about why characters change on sticky notes sticky notes s. Today we are going to jot on Sticky notes
Sticky notes notes why we think other parts of the story are important.
Teach:
Readers, we know that Sticky notes are a place to write what is happening or what we notice. But they’re not just
for that. Today I want to teach you that they are also a place to explore our thinking about the book. As we jot we
can ask ourselves: What is it about this that makes me think it is important? Let me show Invisible Inc. and
Schoolyard Mystery. From the first page Chip is always invisible. I know that readers pay close attention to patterns
by jotting down why they think something is important on Sticky notes Sticky notes notes. So, I am writing on my
Sticky notes Sticky notes that Chip is invisible. I think this is important so he can sneak around and solve mysteries
without being seen. Or maybe, the author wants us to learn to treat people who are different nicely.
Active Involvement:
Now you try it. (Read the 6th page on Chapter 2.) Justin has a tiny radio around his neck. Readers pay close
attention to patterns by jotting down why they think something is important. Talk to your partner and decide
together why the radio is important. (Share out their answers.) (Read page 2 of Chapter 4.) Keith picks Mary to
16
Grade 2
Unit 5: Series Reading and Cross Genre Clubs
TABLE OF CONTENTS
take the blame for the lost ball. Readers pay close attention to patterns by jotting down why they think something is
important. So, turn to your partner and explain why he picked Mary. (Share out their answers.)
Link:
Remember today and every day while you are reading to pay close attention to patterns by jotting down why you
think something is important.
Mid-Workshop Teaching Point:
Share:
Students return to the carpet with their book and sticky notes sticky notes . They explain to their reading partners
why they thought something was important.
17
Grade 2
Unit 5: Series Reading and Cross Genre Clubs
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Unit 5 Mini Lesson 5
Unit of Study:
#5 Series Reading and Cross Genre Reading clubs
Goal:
Readers figure out how a series goes, noticing patterns and predicting what will happen.
Teaching point:
Readers predict what will happen by paying attention to the patterns in a series.
Los lectores predicen lo que va pasar al poner atención a los patrones en la serie de libros.
Catchy phrase:
I bet this means that _______will___________. (sentence frame?)
Apuesto que _____va a______.
Text:
Clifford The Big Red Dog or other series book the children are familiar with. All Sticky notes
need to be saved from the first 5 lessons.
Chart:
Standard:
2.RL.3 Describe how characters in a story respond to major events and challenges.
2.RL.7
Use information gained from the illustrations and words in a print or digital text
to demonstrate understanding of its characters, setting, or plot.
Mini Lesson: (7-10 minutes total)
Connection:
Remember yesterday when we jotted down why we thought something was important. We also learned that series
books are full of patterns.
Teach:
Today I want to teach you that when we pay close attention to those patterns, we can use them to predict what
will happen next in the story. We can say I bet this means that ____________ will ______. For example, I bet when
Nate the Great gets a knock on the door or a phone rings he will get another case. I bet if Ms. Frizzle wears a new
outfit there will be another field trip. If the Magic Tree House begins spinning they will end up in another time and
place.
Active Involvement:
(Teacher rereads part of Clifford the Big Red Dog up to the point where Emily is giving Clifford a bath.) What is the
pattern in Clifford’s behavior? (Have students share out that usually he gets in trouble because he is so big.) Finish
this sentence frame with your partner-I bet this means that when Emily gives Clifford a bath
_______________will________________. (Have students share out their ideas.)
Repeat with Magic School Bus Goes to Space. Ms. Frizzle is wearing a dress with planets and stars on it. Finish the
frame. I bet this means ____________ will ________________. Today I would like you to stop somewhere in your
reading and write a prediction using this frame: I bet this means _______ will_____. Use the Sticky notes to write
your prediction and mark the place in the book.
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Link:
Remember today and every day, readers figure out how a series goes, notice patterns and predict what will
happen.
Mid-Workshop Teaching Point:
Share:
Have students return to the carpet with their reading book and Sticky notes and share their predictions with the
group or each other.
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Unit 5 Mini Lesson 6
Unit of Study:
Series Reading and Cross Genre Reading
Goal:
Readers figure out how a series goes, noticing patterns and predicting what will happen.
Teaching point:
Readers talk long and strong about a book by collecting sticky notes they wrote while reading
the book.
Los lectores hablan acerca de sus libros usando las notitas que tomaron acerca del libro que
leyeron.
Catchy phrase:
Talk long and strong!
іUsa tus notitas para hablar!
Text:
Various series books that the students have been reading. All sticky notes need to be saved
from the first 5 lessons.
Chart:
Standard:
2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
2.RL.3 Describe how characters in a story respond to major events and challenges.
2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
a. 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).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under
discussion.
Mini Lesson: (7-10 minutes total)
Connection:
Remember yesterday when we predicted how a character would act. We have been noticing many patterns in our
series books. Readers talk long and strong about a book by collecting sticky notes they wrote while reading the
book.
Teach:
Today I want to teach you that when we are preparing to work with our club mates, one thing we can do is look
over our sticky notes and ask ourselves, Will this help me talk well about the book? Or Is this sticky note
important to understand the book? Then we collect the sticky notes that will help us talk long and strong about
the book.
(Teacher shows the sticky notes in his/her book.) These are my sticky notes of things I thought were important.
Some are about my predictions. Some are about the patterns I noticed. Some are questions about why something
is happening and some are my theories about characters. I am going to sort which sticky notes I think are
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important. (Teacher thinks aloud and chooses 3 or 4 sticky notes that he/she thinks are important to share.)
Active Involvement:
I will give you some time to read and jot down anything else you think is important. Readers talk long and strong
about a book by collecting sticky notes they wrote while reading the book.
Link:
Remember today and every day that readers talk long and strong about a book by collecting sticky notes they
wrote while reading the book.
Mid-Workshop Teaching Point:
Please stop reading and sort your sticky notes. Go to your assigned table to discuss your book with your reading
club. Take turns reading a sticky notes and listen to what others are saying. As I pass your table, if you are talking
about a book, your table will earn a unifix cube. If you are not talking about one of your books, I will pass you by.
Let’s see which table will earn the most cubes for talking about their books. Readers talk long and strong about a
book by collecting sticky notes they wrote while reading the book.
Share:
Each table will show how many cubes they received and pat themselves on the back.
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Unit 5 Mini Lesson 7
Unit of Study:
Series Reading and Cross Genre Reading Clubs
Goal:
Readers figure out how a series goes, noticing patterns and predicting what will happen.
Teaching point:
Readers work hard to make sure they understand their books by comparing and contrasting
two books in the same series.
Catchy phrase:
Use a Venn diagram to understand how a series goes.
Text:
Any series books the children have been reading.
Chart:
Standard:
2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
2.RL.3 Describe how characters in a story respond to major events and challenges.
Mini Lesson: (7-10 minutes total)
Connection:
Remember yesterday when we used all of our sticky notes sticky to talk long and strong about the books we have
been reading.
Teach:
Today we will learn how to use a Venn diagram so we can think how different books in a series go together. We
can ask Did one book happen first? Did the character learn something in one book? Do other characters come
back? We can talk about the things that are the same and different or how parts in the different books fit
together. I have these two Clifford books. Here is my big Venn diagram on the paper. (Teacher models writing 2
similar things in the center and 2 different things on the outer sections.)
Active Involvement:
Students give additional suggestions for the teacher to chart. Now with your partner, go back to your table and
create a Venn diagram using 2 of your series books.
Link:
Remember today and every day that readers work hard to make sure they understand what their partner is
saying by asking questions and listening actively.
Mid-Workshop Teaching Point:
Share:
Students will come to the carpet and share their completed Venn diagrams.
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Unit 5 Mini Lesson 8
Unit of Study:
Series Reading and Cross Genre Reading
Goal:
Readers figure out how a series goes, noticing patterns and predicting what will happen.
Teaching point:
Readers see how books in a series fit together by listening to what their partner says about
another book in the series and asking questions about it.
Catchy phrase:
Venn diagrams help us discuss our books.
Text:
Any series book
Chart:
Standard:
2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics
and texts with peers and adults in small and larger groups.
a. 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).
b. Build on others’ talk in conversations by linking their comments to the remarks of
others.
c. Ask for clarification and further explanation as needed about the topics and texts under
discussion.
3.SL.3 Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding of a topic or
issue.
Mini Lesson: (7-10 minutes total)
Connection:
Remember yesterday when we made a Venn diagram to compare and contrast our books?
Teach:
Today we are going work hard to make sure we understand what our partner is saying. As he or she talks we
listen actively, and if we don’t understand something, we ask, What do you mean? Pr of we want to
understand our partner’s thinking more deeply, we might say, Why do you think that is important?
Active Involvement:
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Link:
Mid-Workshop Teaching Point:
Share:
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Unit 5 Mini Lesson 9
Unit of Study:
Series Reading and Cross Genre Clubs
Goal:
Even when readers think we know how a series will go, we are ready to be surprised. (p.95)
Teaching point:
Readers gather more information about the story by stopping and asking themselves
questions. (pg. 95)
Catchy phrase:
Stop! Collect! And Question!
Text:
Come Back, Amelia Bedelia
Chart:
Question Words
Standard:
2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
Mini Lesson: (7-10 minutes total)
Connection:
We have been learning how a series goes, noticing patterns and predicting what will happen. As series readers, we
even though we know how a series goes, we will be ready to be surprised. (p. 95)
Teach:
Today I want to teach you that when we finish a chapter or a chunk of text, we can stop and make sure we are
collecting the story. We can keep track of our thoughts by jotting them on a sticky notes sticky notes or using a
graphic organizer, such as a T-chart. (p.95)
Remember, as a series reader, even though we think we know how a series will go, we are ready to be surprised.
Watch me as I read the series book, Come Back, Amelia Bedelia. I know how the story goes that Amelia is friendly
and likes to cook. She is a Mrs. Roger’s maid. In this story, Mrs. Rogers asks for some cereal with her coffee, but
Amelia pours the coffee over her cereal. I was surprised that Mrs. Rogers fires her. When I am here, I am going to
Stop! Collect! And Question! What just happened here?
I’m thinking that is a surprise because Amelia Bedelia has always been working for Mrs. Rogers. I am asking myself,
why did Mrs. Rogers fire her? She fired Amelia because she put coffee on her cereal.
Remember, as a series reader, I gather more information about the story and I stop and ask myself questions.
Stop! Collect! And Question!
Active Involvement:
Turn to your partner and tell them what you just saw me do. Now, I am going to read another chunk of text.
Remember we Stop! Collect! And Question! (Teacher reads the next section and stops after the surprised section
in the story.) Now, turn to your partner and ask them what just happened? (Teacher observes.) Wow! I heard
some students stop! Collect! And Question! With their partner. They were asking their partner what happened
here? That was unexpected! I was surprised!
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Link:
Remember, when we read a series book, we stop! Collect! And Question! Now, be sure to do this today! As you
read, Stop! Collect! And Question!
Mid-Workshop Teaching Point:
(Teacher finds someone using the new strategy and asks them to share at end of reading time.)
Remember to Stop! Collect! And Question! As you read!
Share:
(Teacher has chosen student share how they stopped, collected information from the story and questioned) What
happened here? That was a surprise!
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Unit 5 Mini Lesson 10
Unit of Study:
Series Reading and Cross Genre Clubs
Goal:
Even when readers think we know how a series will go, we are ready to be surprised. (p.95)
Teaching point:
Readers keep track of their thoughts by using a graphic organizer. (pg.95)
Catchy phrase:
Stop, Collect, Drop it on paper
Text:
Come Back, Amelia Bedelia
Chart:
T-chart on chart paper, students bring journals
Standard:
2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
Mini Lesson: (7-10 minutes total)
Connection:
We talked yesterday about how to stop, collect, and question. Today we will also write down our thoughts on a
sticky notes sticky notes or a T-chart. Today we will stop, collect, and drop it on paper.
Teach:
We can keep track of our thoughts by jotting them on a sticky notes sticky notes or using a graphic organizer, such
as a T-chart. Watch as I read this book. After she got fired, Amelia Bedelia goes to a beauty shop. Watch as I read,
stop, collect, and drop my thoughts on paper. (Teacher reads. Amelia is asked to pin up a woman’s hair and uses
safety pins instead of hair pins. She gets fired again.) I am going to stop, collect, and jot down my thoughts on my
t-chart, I will write what I expected to happen on this side. On this other side, I will write down what actually
happened. I expected her to like her new job and work hard. Instead, she used the wrong kind of pins in the lady’s
hair and got fired.
Active Involvement:
Now turn to your partner and tell them what you saw me do. Now I am going to read another chunk of text. Make
a t-chart in your journal like I have made here. Remember we stop, collect, and drop it on paper. You will work
with a partner to write this down. (She finds a job for sewing help. She has to hem dresses, but instead cuts off
the bottom). Hold up what you wrote down. (Teacher spots good examples of using the strategy). Stop, collect,
and drop it on paper.
Link:
Remember, today and every day, to keep track of your thoughts by jotting them down on sticky notes or a graphic
organizer. Stop, collect, and drop it on paper.
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Mid-Workshop Teaching Point: Remember to drop your thoughts on paper.
Share:
Teacher selects student who has written down their thoughts on a graphic organizer and shares with the class.
What did this student do? They kept track of their thoughts by jotting them on paper. Stop, collect, and drop it on
paper. Get ready, Blast off!
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Unit 5 Mini Lesson 11
Unit of Study:
Series Reading and Cross Genre Clubs
Goal:
Even when readers think we know how a series will go, we are ready to be surprised. (p. 95)
Teaching point:
Readers revise their all or nothing thinking by understanding that characters are complex.
(pg. 95)
Catchy phrase:
Characters act differently at different times.
Text:
Junie B., First Grader (at last!)
Chart:
Standard:
2.RL.3 Describe how characters in a story respond to major events and challenges.
Mini Lesson: (7-10 minutes total)
Connection:
Yesterday, we talked about how events can surprise you in a series. Today, we will learn how characters can also
act differently at different times. They don’t always act the same. Characters act differently at different times.
Teach:
Readers, we know that characters, like people, aren’t always one way - even if they are often predictable. This is
because characters are complex. Today, I want to teach you that as we talk and learn about characters, we can
use this knowledge to challenge and revise our all-or-nothing thinking. Instead of saying: This character is always
_______. We say this character is sometimes____.
Characters act differently at different times.
Watch me as I read a part of the book, Junie B., First Grader (at last!), usually she is brave and confident in front of
people. However, in this part, she is very nervous about going in front of the class because she just got new
glasses. I asked myself- why is Junie acting differently here? I noticed she was nervous because she had new
glasses. Maybe she is embarrassed. Characters act differently at different times. (Teacher reads a portion of text
and notices how the character acts differently in a different situation.)
Active Involvement:
Turn to your partner and tell them what I just did. (Teacher observes students sharing.) I really like what I heard!
Many students remembered that Characters act differently at different times! Now, it’s your turn. (Teacher reads
a portion of the text where Junie is arguing with her parents about getting new glasses.) Ask your partner why
Junie is acting differently here. (Teacher observes how student notice that Characters act differently at different
times.) I noticed that Jose said that usually Junie does not argue but here she is so upset about needing glasses
that she argues disrespectfully with her parents. I heard some students say Characters act differently at different
times. Some students said Junie is not always happy and bold. Sometimes, she is shy and sad. Characters act
differently at different times.
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Link:
Today and every day, series readers change their all-or-nothing thinking about a character by questioning and
understanding why a character acts the way they do. They do not always act the same. Off you go!
Mid-Workshop Teaching Point:
Remember to notice that characters act differently at different times.
Share:
(Teacher chooses two students to share how the characters in their series book acted differently in a different
situation.)
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Unit 5 Mini Lesson 12
Unit of Study:
Series Reading and Cross Genre Clubs
Goal:
Even when readers think we know how a series will go, we are ready to be surprised. (p.95)
Teaching point:
Readers sort out their thinking about characters by discussing what they are
confused by or don’t agree with.
Catchy phrase:
If you’re confused, talk it out.
Text:
Fluffy’s Happy Halloween
Chart:
Standard:
2.RL.7 Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
Mini Lesson: (7-10 minutes total)
Connection:
Yesterday we talked about how characters act differently at different times. We have been questioning and
writing down our thoughts. Now we are going to figure out a character’s behavior when we are confused by it
or don’t agree with it. When we talk with our partners, we figure out confusing parts. Today we will learn If
you’re confused, talk it out.
Teach:
When we notice our character acting in a way we don’t agree with or are confused by, we can figure out our
thinking in a partnership conversation. If you’re confused, talk it out. We might say things like: I disagree with
what George did or I don’t know what Maria means by ______ or Why does Harry think this is important? Now,
watch as I read a confusing part and talk with my partner to help me understand the character better. In
Fluffy’s Happy Halloween, he sees Jared in a scary Halloween costume and he says I’m not scared, but get me
out of here. Why would he want to get out of here if he were not scared? I was confused. So I talked with my
partner about this part of the book and this helped me understand. Fluffy was trying to look brave, but he was
still scared. If you’re confused, talk it out.
Active Involvement:
Talk to your partner about what you saw me do. Now it’s your turn. Remember: if I’m confused, I can talk it
out with my partner. In this part, Fluffy gets left in a spook house. He thought to himself that it was a very
scary place, but it’s a good thing I’m never scared. Tell your partner why you think he said that. (Teacher listens
to students’ conversations and shares an observation that a student made.) If you’re confused, talk it out.
Link:
Today and every day, if you’re confused, talk it out. Off you go.
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Mid-Workshop Teaching Point:
If I’m confused, I don’t have to skip over this part, I can talk to my partner.
Share:
Teacher finds a student that has clarified a confusing part of a book they have read by talking with their partner.
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Unit 5 Mini Lesson 13
Unit of Study:
Series Reading and Cross Genre Clubs
Goal:
Even when readers think we know how a series will go, we are ready to be surprised. (p.95)
Teaching point:
Readers expect to be surprised by the characters by being on the “lookout” for those
surprising moments. (pg.96)
Catchy phrase:
Lookout for surprises! They are all around you!
Text:
Fluffy’s Happy Halloween
Chart:
Standard:
2.RL.7 Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
Mini Lesson: (7-10 minutes total)
Connection:
So far we have learned that characters do unexpected things. Characters act differently at different times. We
also learned that we can talk with our partners when we are confused and that helps us understand why a
character did or said something. Today, we will learn how we need to be on the lookout for those surprising
moments. Lookout for surprises! They are all around you!
Teach:
Since we know characters don’t always act predictably, we can expect to be surprised now and then by things
they do and say. Today I want to teach you that we can read our series books on the lookout for those surprising
moments-when a character acts out of character. (p. 96)
Watch as I show you how I am on the lookout for surprises when Fluffy acted out of character. (Teacher reads
from Fluffy’s Happy Halloween about his eyeball experience.) In Fluffy’s Happy Halloween, Fluffy is usually
scared of scary things, but at the end of the book, Fluffy surprised us all by eating the scary eyeball. I am
confused so I talk with my partner. He reminds me that Fluffy thought the eyeballs smelled like grapes so he ate
them. Fluffy was very happy and full after eating the yummy scary eyeballs. We need to notice a surprising
moment when it happens. This makes reading a really fun adventure. Lookout for surprises! They are all around
you!
Active Involvement:
Now, it’s your turn. Remember when we read a series book, we are on the lookout for surprises! They are all
around us! Turn and talk your partner and tell them what I did. Great job noticing the surprise about Fluffy eating
scary eyeballs. (Teacher notices students sharing what was surprising about the eyeball event.) (Teacher reads
about Fluffy scared by another guinea pig in a costume.) Turn and talk to your partner about the surprise that
you saw. Remember to be on the lookout for surprises. Lookout for surprises! They are all around you!
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Link:
Today and every day when you are reading your series books lookout for surprises! They are all around you! Off
you go hunting for surprises.
Mid-Workshop Teaching Point:
Are you on the lookout? Be sure to keep searching for surprises.
Share:
(Teacher chooses a student to share a surprise they encountered in their series book.) I like how you noticed what
was surprising. You showed us how to be on the lookout for surprises. You remembered: Lookout for surprises!
They are all around you!
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Unit 5 Mini Lesson 14
Unit of Study:
Series reading and cross-genre reading clubs
Goal:
Even when readers think we know how a series will go, we are ready to be surprised. (p.95)
Teaching point:
Readers continue their thinking after they finish a book by reflecting on the author’s message
or lesson. (p.96)
Catchy phrase:
How can I use what I learned?
Text:
Fox on Wheels
Chart:
Standard:
2.RL.7 Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
Mini Lesson: (7-10 minutes total)
Connection:
Yesterday we learned to look out for surprises in the books we read. How can I use what I learned? When you
finish a book, you’re not actually done with that book. Now comes the fun part. You get to reflect on the book and
ask yourself questions.
Teach:
Readers, you know how when we come to the end of a book, we know some of our work is just beginning? Well,
today I want to teach you that when we end a book we can reflect, asking questions. One thing we are going to
ask about is the author’s message. We will ask ourselves: How can I use what I learned? This is what the author
wants you to learn or think about from their book. Ask yourself what you learned from the book or what a
character learned. Now watch as I ask about the author’s message of the story Doctor Fox. (Teacher reads the
story where Fox was not responsible and his sister gets hurt. He thinks that his sister is badly hurt and does all
kinds of nice things for her.) Fox was very scared that his sister was hurt and it made him feel bad and guilty. He
was thinking that it was his fault that she got hurt. I think the author is trying to tell us to take care of little
brothers and sisters in our family. How can I use what I learned?
Active Involvement:
Now it’s your turn. In Fox on Wheels, Fox and his friends race shopping carts in the grocery store and knock over
some of the food. Now turn to your partner and tell what you think the author is trying to tell you. (Teacher
listens and shares answers he or she gets from students.) How can I use what I learned?
Link:
Today and every day you are going to ask yourself How can I use what I learned? When you finish a book. Now, off
you go.
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Mid-Workshop Teaching Point:
Be sure to be looking for the author’s message so you can learn from what you read. How can I use what I
learned?
Share:
Have students share an author’s message from a book that they read and how they will use what they learned.
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Unit 5 Mini Lesson 15
Unit of Study:
Series Reading and Cross Genre Reading Clubs
Goal:
Readers grow smart ides by looking across different series, and we use the smart work of club
members to push our thinking (p.96)
Readers think deeply about their books by talking to our partners or club members about
what is the same and what is different (pg. 96).
Teaching point:
Catchy Phrase:
Text:
Clifford, Henry and Mudge, Curious George
Chart:
Same/different T-Chart
Standard:
2.RL.3 Describe how characters in a story respond to major events and challenges.
2.RL.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories)
by different authors or from different cultures.
2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics
and texts with peers and adults in small and larger groups.
a. 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).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under
discussion.
Mini Lesson: (7-10 minutes total)
Connection:
Readers we’ve been reading a lot of books with different characters. Based on the character, we can predict what
is going to happen next in the book. As we’ve discussed, sometimes, we are even surprised by how they act or by
how the events turn out.
Today were going to think about how things are both the same and different.
Teach:
In the Clifford series, Clifford is a dog that seems to get in a lot of trouble. In order to gather my thoughts, I’m going
to use what’s called a T-Chart to help me organize my thinking into what is the same and what is different in the
two books I’m comparing in this series.
What is the same are the examples of Clifford getting into trouble in both books. Here are our examples from the
book. We’ve read these two Clifford books (teacher displays books for all to see). First of all on the T-Chart, I’m
going to write a list of things that stay the same and later, a list of things that are different, because, readers think
deeply about the books they are reading. They also think about what is the same and what is different.
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What is the same is that Clifford appears to innocently get into trouble no matter where he is. In the Stormy Day
Rescue, Clifford keeps looking for a place to dig a hole that is the wrong place, i.e., where people were serving
lunch, where someone was planting a tree, outside of the classroom, in a garden. Clifford bothers other people to
the point where they have to ask him to dig his holes elsewhere (add to same on T-Chart under gets into trouble).
In the end, when Clifford’s size is needed to dig a big whole, he ends up helping everyone (add to different on TChart).
In Clifford’s First School Day, Clifford keeps getting into trouble by messing things up at school, i.e., getting into
paint, making a mess out of dessert, landing in the sandbox, making a mess with the flour. In the end, the teacher
asks Clifford to go home (add to different on T-Chart).
What is different is that in one book, Stormy Day Rescue is Clifford helps everyone in the end by digging a big hole
in order to block some flood water from entering the school. In the book Clifford’s First School Day, Clifford is told
to go home by the teacher (add under different on T-Chart). He is dishonorably asked to leave the situation
without being able to help.
Active Involvement:
Now let’s look at another series that we know very well (teacher pulls out another well-read series that the class is
familiar with). We’re going to create another T-Chart, listing things that are going to be the same and different,
because good readers think deeply about their books by noticing things that are the same and different! I want
partner A to turn to partner B and share what things we will put in the “same” category. I’m going to come around
and listen to the things you are sharing and I’m going to put it on the chart.
Now it’s your turn partner B, you need to tell partner A what’s different in the series.
Link:
Today when you’re reading with your partner, I want you to think deeply about your stories and take turns sharing
things that you discover are the same and different in your series!
Mid-Workshop Teaching Point:
Share:
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Unit 5 Mini Lesson 16
Unit of Study:
Series Reading and Cross Genre Reading Clubs
Goal:
Readers grow smart ides by looking across different series, and we use the smart work of
club members to push our thinking (p.96)
Readers compare and contrast their books by reading different books in a series and thinking
how they are alike and different. ( pg. 96)
Teaching point:
Catchy Phrase:
Text:
Clifford The Stormy Day Rescue, Clifford’s First School Day
Chart:
Venn Diagram
Standard:
2.RL.3 Describe how characters in a story respond to major events and challenges.
2.RL.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories)
by different authors or from different cultures.
2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics
and texts with peers and adults in small and larger groups.
a. 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).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under
discussion.
Mini Lesson: (7-10 minutes total)
Connection:
We have been reading various books in a series. We are getting really good at finding what is the same and what
is different in a series of books. Remember yesterday we used the T-Chart, which helps us divide/organize our
thinking into two different columns?
Today, we are going to do what’s called “compare and contrast” books in a series, which is the same as finding
what is different and what is the same. We will be using what’s called a Venn Diagram to compare - see what is
alike, and contrast - see what is different.
(Teacher either draws a Venn Diagram on a chart or displays one on the overhead to be able to write on).
Teach:
Remember these two books? (Teacher holds up the two books listed above from the same series). In both of
the books, Clifford unwittingly gets into trouble –so I am going to write this here in the intersection between
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these two circles where it says “same/compare”.
However, in The Stormy Day Rescue, Clifford hung his head and was sorry for what he did. So I will write “he felt
sorry for doing something wrong” on this side, because it pertains only to this story, not the other one. In
Clifford’s First School Day, he doesn’t realize he has done something wrong, he is little, and so he can’t take
responsibility for his actions. So I will write “he did not realize he did something wrong” on this other side that
shows us what happens only in the school day book.
Something else that we see in both books is that the characters take care of one another. So I will write it here
between the circles “characters take care of one another”. However, in Clifford’s First School Day, he was too
young to take care of anyone else, or even of himself. So I am going to write “people took care of Clifford”. In The
Stormy Day Rescue, he is a grown up and, even though he makes mistakes, he saves the day in the end. In this
book, Clifford takes care of people when he builds the wall around the library, so I will write “Clifford takes care
of people” on the “Stormy day” side of the Venn Diagram.
Active Involvement:
Now partner A turn to partner B and tell them things that are the same about the two Clifford books we have
been discussing (teacher walks around and listens to bring to the class what children say that makes sense, then
share with the class). Now, partner B turn to partner A and tell them things that are different between the two
books (teacher walks around and listens to bring to the class what children say that makes sense, then share with
the class).
Link:
Today you are going to find things that are the same and things that are different in YOUR books! Look at this
cool paper! You will have your own Venn Diagram to fill in with the details from your own book. But before you
go, I would like your help with this. I noticed these three things, but I would like you to help me find out where to
put them in our Venn Diagram. (teacher writes on the chart ‘red’, ‘big’, and ‘small’). Everyone, where should I put
‘red’? Yes! Clifford IS red in both books! So it goes in the middle! (teacher does the same with ‘big’ and ‘small’).
Mid-Workshop Teaching Point:
(Teacher walks around and finds 2 or 3 students who are being successful at placing their details into their
diagrams and shows the class).
Share:
At teacher’s discretion (partners, whole group, etc.)
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Unit 5 Mini Lesson 17
Unit of Study:
Series Reading and Cross Genre Reading Clubs
Goal:
Readers grow smart ides by looking across different series, and we use the smart work of club
members to push our thinking (p.96)
Readers understand that characters are sometimes the same and sometimes different by
studying the interaction and reactions within a series. (pg. 96)
Teaching point:
Catchy Phrase:
Text:
Junie B. Jones, First Grader (at last!)
Chart:
Standard:
2.RL.3 Describe how characters in a story respond to major events and challenges.
2.RL.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories)
by different authors or from different cultures.
2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
a. 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).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under
discussion.
Mini Lesson: (7-10 minutes total)
Connection:
As we’ve been doing our reading we’ve been looking at how characters are in the story, how they’ve been
different, how they are the same. We’ve used sticky notes sticky notes s, T-Charts and Venn Diagrams. Today I
want to show you how we can come up with theories about why characters act a certain way. We can do this by
closely studying the patterns around their interactions with people and make theories about those patterns to
understand them better.
When we see a person act a certain way more than once, we see a “pattern” in their behavior. We all know what
patterns are, in math, when we see a pattern; we know that it’s something that happens over and over again.
Teach:
We’ve been reading Junie B. Jones, let’s think about the read aloud from yesterday. In the book, Junie B. First
Grader, p. 15 – 17, Junie finds out that her bus buddy is sitting with someone else. I know from other books that
Junie B. doesn’t exactly react nicely when someone doesn’t do something her way. So, I could infer or theorize that
Junie B. is not going to react very nicely. So let’s sit back and hear what Junie B. actually does (teacher reads page
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17).
Active Involvement:
Knowing what we already know about Junie B., I wanted to think of why she said what she says here (teacher then
reads page 19, third paragraph). Now after reading this paragraph, tell me why do you think she said what she
said. Was she trying to be kind or friendly? Was she trying to impress, embarrass or annoy someone? What was
her motivation? Turn to your partner and tell them.
Let’s make a list of reasons that may make us, or our characters, act or react certain ways. Like we said, Junie B.
was trying to annoy her bus buddy. So I will write ‘annoy’ here. What other reason do we have for doing or saying
something? – ideas: call attention, get help, did not get enough sleep, being hungry, being curious, help someone,
etc. (teacher adds motivations that students share)
Link:
Today you will look at your characters, and read your stories, and try to figure out, or hypothesize, why they acted
the way they did. This will help you predict when they will act that way again.
Mid-Workshop Teaching Point:
(Teacher walks around and finds a couple examples to share from students and invites other students to find those
reasons in their own books.)
Share:
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Unit 5 Mini Lesson 18
Unit of Study:
Unit 5 Series Reading and Cross Genre Reading Clubs
Goal:
Readers grow smart ideas by looking across different series, and we use the smart work of
club members to push our thinking (p.96)
Readers learn from their books by connecting characters’ actions to something in real life.
(pg. 88-89, 96)
Teaching point:
Catchy Phrase:
Text:
Los lectores aprenden de sus libros al conectar las acciones de los personajes con algo en la
vida real.
What does this make me think about __________________?
How does this change my thinking about ________________?
Junie B. Jones, First Grader (at last!)
Chart:
Standard:
2.RL.3 Describe how characters in a story respond to major events and challenges.
2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics
and texts with peers and adults in small and larger groups.
a. 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).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under
discussion.
Mini Lesson: (7-10 minutes total)
Connection:
Remember how yesterday we talked about Junie B. and how she reacted when her bus buddy would not sit next to
her? We discussed her reaction and the possible reasons that led her to say things like “you can sit here forever,
because I used to have a bus buddy, but I don’t anymore” out loud so that her old bus buddy would hear her.
Today I want to teach you that characters’ actions get us thinking about similar things that happen in our own lives.
Readers learn from their books by connecting characters’ actions to something in real life.
Teach:
Let’s go back to that part where Junie B. Jones says some things to Grace that aren’t very nice. Why did she say
them? I think it was because she got her feelings hurt when her bus buddy, Grace, decided to sit next to a new girl.
That got me thinking.
(Teacher points to sentence frames) What does this make me think about people who say mean things (in my own
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life)?
Well, I used to think that people who said mean things were just kind of mean people. I guess sometimes people
say mean things because they’re just feeling like being mean to someone. But this book makes me think they also
say them sometimes because their feelings got hurt and they’re protecting themselves from the person who hurt
their feelings. It’s like Grace hurt Junie B.’s feelings by sitting next to someone else, so Junie B. fought back with
her words rather than show that she was sad about it.
Did you see me connect Junie B’s actions to what people do (even I , sometimes) in real life? And it made me
change my thinking about why people say mean things sometimes. I guess I could have used the other sentence
frame too: “How does this change my thinking about ____________?
Readers learn from their books by connecting characters’ actions to something in real life.
Active Involvement:
OK, your turn. In this book, there is a new kid in Junie B.’s class and on her bus. His name is Herb. At first, Junie B.
didn’t pay much attention to him. She didn’t talk to him on the bus or in class until he laughed when Junie B.
growled at Bobby Jean Piper on the bus. Then Junie B. yelled at Herb that she wasn’t even talking to him. They
don’t seem like they’re going to be friends right then. But, later, they become friends after they get a chance to
talk a little more.
So this makes me think…..What does this book make me think about quiet new kids that I don’t know very well?
That’s a good question for you. I’m going to give you all private think time. Think about the answer to this
question.
OK, Partner A, tell partner B what this book makes you think about quiet new kids that you don’t know very well.
Think about new students that have come into your own class since kindergarten. Remember to use our sentence
frames to ask yourself the question!
Interesting! I heard _________________ ask himself one of the questions off the chart, and then say that he
thinks they’re usually quiet because they don’t know anyone that they can talk to yet.
Partner B, tell partner A How this changes your thinking about quiet new students. Use the sentence frames!
_____________________had a really good idea that time! She said that this part changed her thinking about new
kids that come to our classroom. She said that she will try to talk to them more because they might end up being
really cool and friendly like Herb. Do you see how this book changed the way she is going to treat new students?
Great job connecting characters’ actions to things from real life! Readers learn from their books by connecting
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characters’ actions to something in real life.
Link:
So now, as you go read today and every day, you’ll see that characters do things that remind you of something
from real life. See if what the character does changes what you think about that real-life thing. Remember to use
our sentence frames!
Mid-Workshop Teaching Point:
Share:
Teacher chooses 2-3 students who are using the sentence frames and asking how this part of the book changes
their thinking about ________________ (some topic from the book).
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Unit 5 Mini Lesson 19
Unit of Study:
Unit 5 Series Reading and Cross Genre Reading Clubs
Goal:
Readers let a series book lead us into learning about a topic
Teaching point:
Readers can learn more about their book and character by reading other books to get more
information. (P. 89, 97)
Catchy Phrase:
Text:
Chart:
Standard:
Los lectores pueden aprender más sobre su libro y su personaje al leer otros libros para
juntar (recopilar) más información
Series books SPARK our interest in a topic!
Los libros de una serie DESPIERTAN nuestro interés en un tema.
Sentence frame: “This makes me want to learn more about _____________.”
Franklin’s Baby Sister, or other series read aloud that lends itself to learning about a
nonfiction topic.
Sample questions posted on the white board:
“What kind of place is this?”
“ Who are/were these people?
“What was life like for _______________?”
“How does this happen/work in real life?”
“What is this like in real life?” (Is it really like that?)
“How do I learn more about _____________?”
2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
2.RL.7 Use information gained from the illustrations and words in a print or digital text
to demonstrate understanding of its characters, setting, or plot.
Mini Lesson: (7-10 minutes total)
Connection: As we’ve been reading our series books, it’s been fun to learn about the characters in them. We’ve
been able to predict how the characters will act and what will happen in the book because of what we know from
other books in the same series. These books are fiction but many times they make ask questions like “What kind of
place is this?” or who are/were these people? Or “what was life like for _______________?” or “how does this
happen/work in real life?” (Teacher has these questions posted on the white board).
This can help us find topics we may want to learn more about. And where do we go to find out more about a
topic? Often we go to nonfiction books! Today we’re going to look at our series books to find topics that we want
to learn more about.
Readers can learn more about their book and character by reading other books to get more information.
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Teach:
Let’s look at Franklin’s Baby Sister again. When I read this book, I found myself asking some questions about reallife topics. (Teacher refers to the questions posted). Here’s a question I can use; “How does this happen/work in
real life?” Franklin’s a turtle and I wonder what it’s like when real baby turtles are born. Are they really born in
the spring? Don’t they hatch from eggs? Are there a bunch of eggs that hatch at the same time? What do they
eat when they’re born?
It SPARKED my interest! This makes me want to learn more about baby turtles!
Readers can learn more about their book and character by reading other books to get more information.
Let’s see if there are other topics in this book that I can learn more about. Well, Franklin is waiting and waiting for
spring and he’s looking for signs that spring is coming. I’d like to learn more about what happens in spring. I bet I
could find more information about that in nonfiction books or on the internet. Then I’ll know what else Franklin
could be looking for so that he’ll know when spring finally comes!
It SPARKED my interest! This makes me want to learn more about spring!
Do you see how this fiction book about Franklin and his baby sister made me wonder about topics that I can learn
more about from other books?
Readers can learn more about their book and character by reading other books to get more information.
Active Involvement:
Now it’s your turn to try it. Here are a couple more series books some of us have been reading (teacher chooses a
couple from the books the class book clubs have been reading). Here’s a Curious George Book, Curious George
Takes the train. (Teacher flips through some of the pages, showing pictures and giving an overview of the book).
Now I want you to take some private think time, look at these questions on the board, and think of a topic from
this book that you could learn more about. Put it in our sentence frame: “ It SPARKED my interest! This makes me
want to learn more about _______________.”
Now, partner A, turn to partner B and tell them what you want to learn more about. Remember you can use these
questions on the board for ideas.
Interesting! I heard ________________________ use “What kind of place is this?” She wanted to know more
about train stations and what they are like. I also heard ____________________ say that he wanted to learn more
about trains. How many kinds of trains are there? He said “This makes me want to learn more about different
kinds of trains.”
Then I heard ______________________ say something that I wasn’t expecting. She said that, since Curious George
is a monkey, she wanted to learn more about monkeys. Could a monkey really save a boy’s train in real life? Well,
there are animals that get trained to help people. Maybe you could learn more about service animals that help
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people, like Curious George always seems to do at the end of these books!
Readers can learn more about their book and character by reading other books to get more information.
OK, I have one more book to show you, Ladybug Girl Goes to the Beach. Here Ladybug Girl is a little scared of the
big waves, and here she and Bingo are exploring on the beach. They find crabs, seaweed and shells.
So, now I want you all to think about what topics you could learn more about, that you think of when you read this
book.
Partner B, tell partner A what topic this book makes you want to learn more about. Don’t forget to use our
sentence frame!
Great! I heard _____________________say “ It SPARKED my interest! This makes me want to learn more about
animals that live at the beach.” Maybe if you find out more about tide pool animals you’ll know why the crabs
that Lulu saw burrowed into the sand, or what kind of animal shells she found.
Readers can learn more about their book and character by reading other books to get more information.
Link:
So, as you go out and read your series books today, and whenever you read fiction books, use our questions here,
and our sentence frame to think about topics that you might want to learn more about.
Readers can learn more about their book and character by reading other books to get more information.
Mid-Workshop Teaching Point:
As we read and start wondering more about these nonfiction topics, questions pop into our heads. Let’s try to write
down these questions on sticky notes or in our notebooks. For example, I might write “Why do crabs burrow into
the sand?”
Readers find more information about a topic by first jotting down the questions that pop into their heads while
they read their series book.
Share:
(Teacher may have students in groups or book clubs look at the books they have read and brainstorm a list of
related topics they could learn more about. They may also write the sentence frame in their journals, as they list
these other topics. Choose one or two students to share their sentences or tell about a topic, related to their
series book, they want to learn more about).
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Unit 5 Mini Lesson 20
Unit of Study:
Unit 5 Series Reading and Cross Genre Reading Clubs
Goal:
Readers let a series book lead us into learning about a topic
Teaching point:
Readers grow their ideas by going back and forth between fiction and nonfiction books to
expand their knowledge. (P. 89-90, 97-98)
Los lectores desarrollan sus ideas al alternar entre libros de ficción e informativos para
aumentar su conocimiento.
Catchy Phrase:
Text:
Chart:
Standard:
--Franklin’s Baby Sister, or other series read aloud that lends itself to learning about a
nonfiction topic.
--Books about spring, such as: Once there was a seed, by Judith Anderson and Mike Gordon
--Let’s Look at Spring, by Sarah L. Schuette
--Online information such as: www.sciencekids.co.nz/sciencefacts/animals/turtle.htm
--Various informational texts related to the series books kids are readting.
--classroom computers, for quick research about a topic related to series book.
Sentence frames:
“This part is true because _______________.”
“This part isn’t true (realistic) because ____________.”
“I went back and noticed this….”
2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
2.RL.7 Use information gained from the illustrations and words in a print or digital text
to demonstrate understanding of its characters, setting, or plot.
Mini Lesson: (7-10 minutes total)
Connection: Yesterday we talked about how our series fiction books can SPARK our interest in a topic that we can
learn more about. We looked at Franklin’s Baby Sister and decided that we wanted to learn more about spring and
also baby turtles.
Well, last night I found some information about these two topics. I’m excited because I can use this information
that I learned about spring and baby turtles to understand our Franklin book better!
Readers grow their ideas by going back and forth between fiction and nonfiction books to expand their
knowledge.
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Teach:
I found this book, Once There Was a Seed, which is about how a seed grows into a plant. Here, on pages 10 and
11, it says that first, roots grow down from the seed. You can’t see them because they are down into the dirt.
Hey, that’s like in the Franklin book, when Franklin plants the seed but it doesn’t seem like it’s growing.
(Teacher points to the sentence frame on the board). “I went back and noticed”…that here it shows Franklin’s
seed growing a root down in the dirt that Franklin couldn’t see. This other book about plants helped me realize
that Franklin’s plant really WAS growing, so Franklin didn’t need to be worried!
OK, now here’s some information I found on the internet about baby turtles. It says they hatch from eggs. So,
Franklin’s mom would have to lay an egg first, and then it would hatch later. In the book, it looked like, instead of
laying an egg, Franklin’s mom went to the hospital and just had the baby, like our mom’s do.
(Teacher points to sentence frame). “That part isn’t realistic”…because turtles really hatch from eggs, instead of
being born in a hospital. Do you see how I used the nonfiction informational text to help me understand what
parts of the Franklin book were realistic and what parts were unrealistic? And I expanded my knowledge about
turtles!
Readers grow their ideas by going back and forth between fiction and nonfiction books to expand their
knowledge.
Active Involvement:
OK, now I want you to think about what I just did. First, think about how I used the book about a seed growing into
a plant to help me understand more about how Franklin was feeling, AND learn more about how plants grow.
Readers grow their ideas by going back and forth between fiction and nonfiction books to expand their
knowledge.
Partner A, turn to partner B and tell them what I learned after reading the seed book, about how Franklin’s seed
was growing into a plant. Can you remember which sentence frame I used?
Interesting! I heard ________________________ say “I went back and noticed that Franklin’s seed really was
growing, it was just growing invisible roots in the dirt before green leaves and stem grew out of the dirt.
Partner B, it’s your turn. Tell partner A what I learned about baby turtles and what that showed me about the
Franklin book. Try to remember which sentence frame I used.
This time I heard _________________ say that the part about Franklin’s mom going to the hospital to have a baby
wasn’t realistic because turtles lay eggs and then the babies hatch later.
Readers grow their ideas by going back and forth between fiction and nonfiction books to expand their
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knowledge.
Link:
So, as you go out and read today and every day, I want you to go back and forth between your series fiction book
and some nonfiction books or internet research about something related to your series book. You might want to
research the topics you thought of yesterday.
Use our sentence frames to go back and say what you learned was true or unrealistic about the series book.
Remember…. Readers grow their ideas by going back and forth between fiction and nonfiction books to expand
their knowledge.
Mid-Workshop Teaching Point:
Share:
(Teacher may have students write one or more sentence frames about what they learned was true, unrealistic, or
what they noticed in the fiction book, after reading the informational book. Choose one or two students to share
their sentences).
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Unit 5 Mini Lesson 21
Unit of Study:
Unit 5 Series Reading and Cross Genre Reading Clubs
Goal:
Readers let a series book lead us into learning about a topic
Teaching point:
Readers can find answers to their questions by using many non-fiction sources. (P. 89-90, 98)
Los lectores pueden encontrar las respuestas a sus preguntas al utilizar muchas fuentes
informativas.
Catchy Phrase:
Text:
Chart:
--Curious George Takes a Train, or other read aloud that lends itself to learning about a
nonfiction topic.
--Books about Trains, such as… “Trains on the Tracks” by Kathryn Smithyman and Bobbie
Kalman.
--Online information such as: Google image search for train station arrival and departure
boards (in this particular lesson).
*Kid-friendly search engines on the school library website.
--Various informational texts related to the series books kids are reading.
--classroom computers, for quick research about a topic related to series book.
Large Sticky notes where teacher has pre-written some questions about a related topic that
occurred to her while reading the series book.
**You may want to have students write their questions, or “musings” down on sticky notes or
in their reader’s notebooks before this lesson.
Standard:
2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
2.RL.7 Use information gained from the illustrations and words in a print or digital text
to demonstrate understanding of its characters, setting, or plot.
2.RI.1
Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
Mini Lesson: (7-10 minutes total)
Connection: We’ve been talking about how our series fiction books can SPARK our interest in a topic that we can
learn more about. Today I want to look again at Curious George Takes a Train.
When I was reading this book, some questions popped into my head. Just like we talked about a few days ago, I
wrote them down on these sticky notes as I was reading. Today, I’m going to use these questions to look for more
information about trains, because…
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Readers can find answers to their questions by using many non-fiction sources.
Teach:
The first question I had was when I was reading page 7 and the trainmaster was putting the places and times on
the big arrivals and departures sign. My question was:
“Does someone actually climb up and change those letters and numbers on the big signs in the train station?”
(teacher refers to the sticky note).
Well, let me look at this nonfiction book on trains, called Trains on the Tracks. Here in the table of contents it says I
can read about train stations on page 26. Hmm, I’m looking at the section about train stations and it talks about
the conductor, and that he or she checks the tickets, but nothing about that big sign. I might have to use the
internet for this one.
(Teacher has iPad ready to look up information on the fly, or has already printed out some information about the
nonfiction question on the sticky note. In this case, she looks up pictures of train station arrival and departure
boards).
OK, here are some pictures I found of some of those big arrival and departure boards in the train stations. It looks
like most of them are electronic, and it doesn’t look like any of them are changed by a trainmaster who actually
climbs up there. But maybe a long time ago that’s how they did it. It actually looks like this Curious George book
takes place a long time ago, so that’s probably how they used to do it.
So, did you see how I looked in my book about trains first, to find the answer. I didn’t find it there, so I looked on
the internet.
Readers can find answers to their questions by using many non-fiction sources.
Active Involvement:
OK, now I want you to think about what I just did. First, I looked at my questions that I had on my sticky notes,
from when I read Curious George Takes a Train. Then I looked in two different nonfiction sources to find the
answer. Now you’re going to try it. Let’s look at another one of my sticky note questions about trains.
(Teacher refers to another sticky note posted on easel). This one says “Do passengers ever get to ride up front
with the engineer in a train?”
Let’s see. In our train book, here’s a page that talks about the cabin of the train. (Teacher reads the caption on
page 7 of the book, where it says that the engineer sits on the right side of the cabin and the assistant sits on the
left).
Partner A, tell partner B if you think this answers my question about if passengers can ride up in the cabin with the
engineer.
I heard ______________ say that passengers probably can’t ride up with the engineer because that’s where the
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assistant sits.
I also heard ______________say that it looks like there are a bunch of controls up there next to the engineer, so
the assistant has to know what to do. A passenger wouldn’t know what to do up there, so he probably couldn’t
ride there.
Remember, readers can find answers to their questions by using many non-fiction sources, so I also looked up my
question on the internet. I Googled “Can I ride up front with the engineer on Amtrak” since Amtrak is the company
that runs the passenger trains).
Here’s what it says (Teacher shows the website railroad.net “policy about cab rides” if possible, or has the excerpt
typed up for kids to see):
“Generally, Amtrak does not allow cab rides unless you are a railroad employee or a member of the press with
prior approval. The general public cannot ride up front.”
So, Partner B, it’s your turn. Turn to partner A and tell them if this information from the internet answers my sticky
note question about trains.
I heard ____________________say that it does because it says that passengers can’t ride up front. So that means
that in real life the boy and Curious George wouldn’t get to ride up with the engineer.
You see how we used a nonfiction book and the internet to answer our questions about trains?
Readers can find answers to their questions by using many non-fiction sources.
Link:
So, as you go out and read today and every day, I want you to think about those questions that pop into your
heads when you read your series fiction book. Questions about nonfiction topics. Keep writing them down!!
Then, look for the answers in nonfiction books or on the internet. Because…
Readers can find answers to their questions by using many non-fiction sources.
Mid-Workshop Teaching Point:
Share: Teacher chooses 1-2 students who have done a good job of taking their questions from the sticky notes and
found the answers using nonfiction texts and/or internet resources.
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Unit 5 Mini Lesson 22
Unit of Study:
Unit 5 Series Reading and Cross Genre Reading Clubs
Goal:
Readers let a series book lead us into learning about a topic
Teaching point:
Readers use the information they find by teaching others and talking smart about their topic.
(p. 91, 98).
Los lectores utilizan la información que han encontrado al enseñar a los demás y “hablar
con inteligencia” acerca de su tema.
Poof! Professor mode!
¡Puf! ¡Soy profesor/a!
The same texts as were used in the precvious lesson or lessons. For example—“Curious
George Takes a Train”, or other read aloud that lends itself to learning about a nonfiction
topic.
--Books about Trains, such as… “Trains on the Tracks” by Kathryn Smithyman and Bobbie
Kalman.
--Online information such as: Google image search for train station arrival and departure
boards (in this particular lesson).
*Kid-friendly search engines on the school library website.
--Various informational texts related to the series books kids are reading.
--classroom computers, for quick research about a topic related to series book.
Large Sticky notes where teacher has pre-written some questions about a related topic that
occurred to her while reading the series book. The answers are added later, to the same
sticky note or a different one, if there’s no room on the same note.
Catchy Phrase:
Text:
Chart:
Sentence frames: “Did you know that ________________?”
I read this part and started to wonder _______________. Then I found out _____________.”
**You may want to have students write their questions, or “musings” down on sticky notes or
in their reader’s notebooks, along with some of the answers they have researched, before this
lesson. An alternate format would be a 2-column chart with the question on one side and
the researched answer on the other.
Standard:
2.RL.7 Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics
and texts with peers and adults in small and larger groups.
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Mini Lesson: (7-10 minutes total)
Connection: We’ve been talking about how our series fiction books can SPARK our interest in a topic that we can
learn more about. We’ve practiced looking up some information in nonfiction books to answer some of the
questions we have while we read our series books. Today, I want to show you one thing we can do with that new
information…we can share it!!
When we teach our friends what we’ve learned, we’re “talking smart,” like a professor. A professor is someone
who knows so much about a topic that they teach college students about it! So today I want you to pretend like
you’re college professors and teach others about what you’ve learned.
Readers use the information they find by teaching others and talking smart about their topic.
When we do, we can think, “Poof! Professor mode!” and we can teach others what we’ve learned.
Teach:
Let’s go back “Curious George Takes a Train.” Yesterday, we learned some things about trains and train stations.
Here, on my sticky note I had written the question “Does someone actually climb up and change those letters and
numbers on the big signs in the train station?” (p. 7, arrival and departure sign). (Alternatively, teacher could refer
to a large 2-column chart here, referred to above).
Yesterday I found from the internet, that most of those signs in big train stations are electronic now. There isn’t a
trainmaster that goes up and changes them by hand anymore. (Teacher has this written on a large sticky note, or
on the 2-column chart).
So, in my book club, I have some information to share! Readers use the information they find by teaching others
and talking smart about their topic.
Poof! Professor mode!
I can use these sentence frames to help me. “Did you know that... most of those signs these days are electronic
and the trainmaster doesn’t really climb up there anymore?”
Or I could try it with the other sentence frame:
Poof! Professor mode!
“I read this part and started to wonder if people actually climb up there and change the signs in real train stations.
Then I found out that people don’t really do that much anymore because the signs are electric (electronic).”
So, did you see how I used the sentence frames to talk smart about train stations, just like a professor?
Readers use the information they find by teaching others and talking smart about their topic.
Don’t forget to go into professor mode when you do it. Think: “Poof! Professor mode!” Use the sentence frames
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and teach others what you learned.
Active Involvement:
OK, your turn to try it. Let’s look at another one of my sticky note questions about trains.
(Teacher refers to another sticky note question and answer posted on easel). This one says “Do passengers ever
get to ride up front with the engineer in a train?”
Remember yesterday when we found the answer to this question using the nonfiction train book and the website
about trains? We found out that passengers can’t ride up front in the cabin with the engineer because it’s against
the rules and most of the time the engineer’s assistant sits up there, so there wouldn’t be any room for another
passenger (teacher refers to the answer written on the sticky note).
Partner A, use one of the sentence frames and teach partner B what we learned about passengers riding up with
the engineer. Remember, “Poof! Professor mode!”
Good! I heard, __________use the sentence frame and explain what he found out from the research. He said, Did
you know that in real life, the boy and Curious George couldn’t really ride up front with the engineer because they
don’t let anyone ride up there except the assistant.”
Now partner B, use a sentence frame, to be the professor and explain to partner A what you learned. Poof!
Professor mode!
Nice. I heard _____________________ say “I read this part and started to wonder if a kid could really ride up front
with the engineer. Then I found out that it’s against the rules and that’s where the assistant sits. So that couldn’t
really happen in real life.”
Way to use the sentence frame and explain the research we did! Just like real professors!
Readers use the information they find by teaching others and talking smart about their topic.
Link:
So today, I’m going to give you some time to read on your own and look at the sticky notes (or 2-column chart) you
have been making as you have read your series book and looked up some information to answer questions that
have popped into your head as you read. Once you have some sticky notes with information to share, you’re going
to get into your book clubs and teach each other, like professors.
Poof! Professor mode! Remember to use the sentence frames and explain some of the information you found.
Because…
Readers use the information they find by teaching others and talking smart about their topic.
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Mid-Workshop Teaching Point:
Share: Teacher chooses 1-2 students who have done a good job of taking their sticky notes and using the sentence
frames to teach their book club members about what they have learned.
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