Intermediate Shared Reading Planner (Five-Day Cycle)
Based on Text Savvy: Using a Shared Reading Framework to Build Comprehension
By Sarah Daunis and Maria Cassiani Iams
3 Day Plan because of holiday
Text:
Unit of Study Connection:
Monday: Having a First Glance
Previewing the text and having
expectations
 previewing text
 scanning page and pointing out
features
 defining genre
 confirming genre after text is read
 setting expectations for the text
 setting a purpose for reading
Planning for Each Day… Using Nonfiction features
Text Introduction: I chose this article because we are working on non fiction writing
in Writers Workshop. You will be reading magazine article about the Dust Bowl. .
. Direct Readers’ Listening of the Content of the Text (I’d like you to look and listen
for…”)
As I read the article, I want you to pay attention to the text features and how the
author presents the information. ***Teacher Reads Entire Text Aloud I want you to
pay attention to how the text is structured. If you figure out how a section is
structured it will help you organize your thinking as you read.
***Text Discussion
Connection When you area writing research report, you will have gone through
several steps before you use a reference source. You will have chosen a topic
narrowed it down and decided on the purpose and audience for your writing. Then
you are ready to begin your research.
Teaching Point Today as I read the text, I want you to pay particular attention to
how this nonfiction article is structured differently than other nonfiction articles we
have read.
.
Active Engagement
Teacher Demonstration (TO) Teacher points out Title, subheadings and
reads subheadings. .
Teacher and Students Collaborate (WITH) Let’s look at the article together.
Remember, we are going to look for features that are different from other
nonfiction articles we have read(give example)
What else do you notice? Students should point out that The article is has
subheadings, print in bold; there picture and captions. Hmm. So far, I think it is a
nonfiction article. Let’s read on.
Student to Student Work (BY) Students will work with partners and log in their
Readers Notebook what they notice and why they think it is included. Are there any
other text features that stand out in this article? Why do you think they are
included?
T chart
What I notice about text features
Why it is used in the articles
Students should point out the memoir. Primary resources.
** The primary sources include two photos and a memoir. One of the photos was
taken 100 years before the other. It’s interesting to see what’s the same and
different about them. The memoir makes the information in the text real to me.
. Ask, “What do you think we will learn from this reading this article
Tuesday
Connection Yesterday we read an article about a blizzard and found out that it was
different from blizzards that we have experienced.
Teaching Point: Today I want you to look at the text for words that are adjectives or
words that describe a noun.
Active Engagement
Teacher Demonstration (TO Hmm. I see in the first paragraph, the word
many descries the amount of people. I am going to make a list of the nouns
that I see and adjectives that describe them. Remember, not all nouns are
described with adjectives. .
Teacher and Students Collaborate (WITH) Students share adjectives in first
section, Snow Plus Wind.
Wednesday

Thinking, “What might be new
information for me?”
 Explaining, “These connections
help me understand the text
because…”
 Explaining, “These questions help
me understand the text because…”
 Reading and thinking, “What is the
text mostly about?”
Reading and thinking, “What
information is important and what
information is interesting?”
Student to Student Work (BY) Students look for adjectives. with partners,
classifying them(use RNB)
Connection Yesterday we. Yesterday we looked at the Blizzard and looked
for adjectives to describe nouns.
Teaching Point: Today we are going to use strategy of asking questions as we read
to help us make sense of the text. We’re going to use the strategy we worked on
before, writing in the margin-Active Engagement
Teacher Demonstration (TO) Teacher first section and notes question or thoughts:
Hmm. Wow this makes me wonder how people survive in weather like this. How
can you be prepared? Looking at the photo, I wonder how people survived or
prepared for themselves years ago.

Teacher and Students Collaborate (WITH) T&T to your partner and share some
questions or thoughts you have as you read the second section. Pick out a few to
share.
Student to Student Work (BY) Today we reviewed how to ask questions as you are
reading to help makes sense of what you are reading and to push your thinking to
new heights. When you are doing a research paper, this is a strategy that is
important for you to do-read, question and reflects as you are reading.
Now I would like you to try it with the memoir.
Thursday Filling in the Picture
choral reading
Creating a graphic organizer
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creating a movie in your mind
thinking about what you see in
your mind’s eye
creating graphic organizers you can
see in your head
reading and “filing” information
Sketching a picture or diagram
thinking, “What do I know about
this topic already?”
Connection
Yesterday we talked about asking questions as we read and pushing our
thinking
Teaching Point . Today I want you to think about the emotions that were felt as
the people faced the blizzard
Active Engagement we will do this by reading the text chorally, pausing at the end
of each paragraph to ask a question or pose a comment or thought, paragraph by
paragraph
Teacher Demonstration (TO) teacher models
Teacher and Students Collaborate (WITH. students read together
Student to Student Work (BY) students read with their partners
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Friday
MAKE INFERENCES

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The author says this, but means …
If I read between the lines, the author
is telling me that …
The clues to prove my inference are
…
Because of what the author said, I
know that …
From the clues or information the
author gives, I can conclude that …
I think that ____________ will happen 
next because the author says
____________.
Connection: Yesterday we read chorally
Teaching Point Today I want to teach you that as a reader, it is important to infer
what the writer is saying by “reading between the liens”
Active Engagement
Teacher Demonstration (TO). Teacher demonstrates showing clues
Teacher and Students Collaborate (WITH) teacher and students infer means
in the send on section, snow blowers
Student to Student Work (BY) send students with partners to think and give
evidence about their inference. I think that ____________ will happen next
because the author says ____________.