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 and learning about immigration in social studies. You will be
reading the passage from the book, Immigrant Kids by Russell Freedman (show
book).
. 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 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. I will pause after each paragraph to give you
time to think and reflect. When reading nonfiction, it is impotent to read through
the next sentence or two to better understand earlier information given. Example
The passage opens with the phrase in the years around the century, the next
sentence tells the span of the years.
***Text Discussion
Connection When you are a 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. Many of the books and text that we have read, have photos, diagrams,
and graphics
.
Active Engagement
Teacher Demonstration (TO) Teacher reads the article to the students.
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) First paragraph tells about numbers
and facts about the immigrants.
What else do you notice? Students should point out the differences in each section.
Second paragraph tells about why they came over. Third paragraph tells about the
boat. Fourth paragraph tells about the conditions on the ship. Firth paragraph talks
about food. Last paragraph sums it up with the reader wanting to learn more.
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 each paragraph. Why it is being used in this article.
Tuesday Filling in the Picture
Creating a graphic organizer
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Teaching Point: Today I want you to look at the text and identify key vocabulary. .
identifying key vocabulary
use reading strategies to help
make sense of reading
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?”
Wednesday
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Connection Yesterday we read an article about immigration and found out that it
gave us a background about immigration.
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?”
Active Engagement
Teacher Demonstration (TO: Hmm. I see some words that are new to me. I
am going to highlight the word impoverished because it is a word that is
unfamiliar to me. Teacher highlights and tries to decide what it means,
using the word poverty as a key.
Teacher and Students Collaborate (WITH) Students and teacher work to find
other words and how to decipher them.
Student to Student Work (BY) Students will work on last three paragraphs to
locate words and attempt to decipher them. After they had some time
doing this, teacher will bring class together to discuss words and word
background.
Possible words: impoverished, fervent, passage, penniless, steerage, steep,
hold, fair, compartment, foul, lounges, kettle, deck, ordeal
Connection Yesterday we. Yesterday we looked at the article, Immigrant
Kids and worked on deciphering the vocabulary.
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! What would possess people to want to move without knowing where
they were going and what would happen to them: How can you be prepared?
Looking at the photo, I wonder how people survived or prepared for themselves
years ago.
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Teacher and Students Collaborate (WITH) T&T to your partner and share some
questions or thoughts you have as you read the second paragraph. 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 rest of this section.
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?”
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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 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 voyage,
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. Students
will sketch a picture of a movie in their mind.
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 lines”
Active Engagement
Teacher Demonstration (TO). Teacher demonstrates showing clues
Teacher and Students Collaborate (WITH) teacher and students infer means
in the next paragraph.
Student to Student Work (BY) send students with partners to think and give
evidence about their inference. I think that ____________ _____