Literature Unit 3: Fix-It Strategies
(What to Do When You Don’t Get It)
Purpose:
This unit is designed as an opportunity to provide scholars with a fix-it
strategy tool kit. As teachers, we recognize that some books will challenge
readers, even baffle them. However, great readers figure out why they
don’t get it and keep reading. The overarching goals for this unit are
threefold:
1. Students will hear an alarm when they are confused.
2. Students will identify a fix-it strategy to use when they are confused.
3. Students will use fix-it strategies flexibly.
The unit uses the class instructional texts to introduce many of the fix-it
concepts that will be revisited throughout the year. It is designed to
immerse your scholars in challenges they might face as life-long readers
and provide them with confidence so that, as great readers, they can
tackle anything. The unit should be used with more than one class
instructional text. For example, you may read a novel for the first seven
mini lessons of the Fix-It Strategies Unit, and then you may switch gears to,
perhaps, a nonfiction text for the last eight mini lessons in the Fix-it
Strategies Unit. Note that many of the bite-sized aims for this unit work well
with a nonfiction text. You may want to read at least one, if not two,
nonfiction texts during this unit. Regardless of the instructional text you
choose, once you start reading a novel, short story collection, or
nonfiction text with your class, they should be reading it in class and at
home. We want to show our scholars that great readers work through
books at a rapid pace. The majority of literature class time should be
spent reading.
Overview:
Each lesson outlines a fix-it strategy that scholars can employ when they
are struggling with a text. Many of the lessons incorporate and revisit the
skills taught during Habits of Good Readers Part I. There are fifteen
lessons provided for you. This unit has been well thought out, but it is only
a guide, not a script. You should allow for some flexibility in the unit. If your
scholars are struggling with a particular aim, then re-teach it. There is
definitely wiggle room for you as a teacher to design lessons that are
crafted to fit the make-up of readers in your classroom each day.
Page 1
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Aims:
The aims in this unit are, for the most part, academic. However, for this unit
to be successful, you will have to reinforce the behavioral aims outlined in
Habits of Good Readers Part I. A strong classroom culture will be the key
to your scholars developing the reading stamina to read uninterrupted for
45 minutes each day (the AF goal by the end of the year).
Transition and Do Now:
Similar to the other units this year, scholars will spend the first two minutes
of class copying the teaching point/aim into the “Class Notes” notebook
in order to prepare for the daily mini-lesson, turning to the corresponding
page in their notebook, and SLANTing or beginning the “Do Now.” If they
are not SLANTing or beginning the “Do Now” activity at the end of two
minutes, there needs to be a consequence as class time is precious and
needs to be used for READING.
The transition and “Do Now” is referred to, but not explicitly explained in
each of the mini lessons outlined in this unit. After or during the two minute
transition into class, scholars begin the “Do Now.” It can include spiraled
questions that review skills, vocabulary, strategies and serve as effective
cumulative review and/or a set-up for the day’s lesson. Students should
be highly successful at the “Do Now,” and it should be completed by
students and reviewed in less than five minutes.
Homework:
Homework should be assigned nightly. Some of the lessons in this unit
include a suggested homework component, but some do not. Use your
discretion when adding to or augmenting the homework assignments.
One essential part of homework each night should be reading from the
literature class instructional text so that everyone begins the next day of
class at the same point in the text. We have to push our scholars through
books in order to build their reading stamina. They have to read the class
text at home.
Assessments:
On the next page, you will find assessment questions that can be used at
any point during the aims sequence. You might find that you want to use
some of the questions during the independent practice of a daily lesson in
order to gauge comprehension, or you may want to use some of the
questions to create a cumulative assessment for each book read. You
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Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
should incorporate at least two summative assessments into this unit
(beyond the daily sharing/exit ticket already outlined in each lesson).
Assessment Questions to be Used during Independent Practice or for
Cumulative Assessment:
The following questions can be typed into a quiz and utilized to assess your
scholars’ use of reading strategies. Implementation is as simple as a day
with silent, independent practice during which you use a handout that
targets specific fix-it strategies. Scholars can be assessed using their class
novel or another text. You should plan on incorporating at least two
assessments into this unit.
Questions for Assessment:
Connections:
o Is there a part of this story or piece that reminds you of
something in your own life?
o Is there a part of this story or piece that reminds you of
something that’s happened to you?
o What is the difference between a surface level connection
and a thoughtful connection?
Questions:
o Can you show me a part of the text where you have a
question?
o What were you wondering about as you read this part?
o What were you wondering about as you read page ___?
o Can you show me a part where you were confused?
o What was confusing about it?
Visualizing:
o Were there places in the text where you made a picture in
your mind?
o What images or pictures did you see?
o What specific words helped you create that picture in your
mind?
Inferring:
o What do you predict will happen in this piece?
o Can you show me a place in the text where you found
yourself making an inference?
o What do you think the big ideas were in this story?
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Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Exit Tickets/Sharing:
In addition to having at least two overarching assessments for the unit,
you should also have mini, formative assessments each day in the form of
an exit ticket or final share at the end of class. The goal of this daily, mini
assessment is to check for student understanding and mastery of the
day’s aim. It should be a brief “dipstick” for scholars to demonstrate what
they learned and for you to assess if they have, indeed, effectively
mastered the aim during independent reading time when they were
practicing the daily aim (the “you” of I/WE/YOU).
Appendices:
Included in this unit are the following appendices. You should review them
when you do your unit overview in order to best prepare for teaching this
unit.
Appendix A: In the first literature unit of the year, Habits of Good Readers
Part I, you taught your scholars post-it codes as a strategy. In this unit, you
will see some additions to the post-it codes based on particular fix-it
strategies. See Appendix A and the mini lessons for more details.
Appendix B: It’s ideal if a teacher actually builds a visual toolbox in front of
the class as each “fix-it tool” is introduced and explained. You could
laminate 2-D drawings of tools, write the fix-it strategy on each tool, and
then put the tools in a makeshift toolbox such as a cardboard box. Be
creative and have fun with it. See Appendix B for more details.
Texts Used:
Texts have been suggested for use during many of the mini-lessons. These
are suggestions only. When possible, the text has been included for you.
Otherwise particular texts or sources are recommended. Plan ahead of
time so that you have the texts you need. For many of the lessons, using
the whole class instructional text to execute each day’s mini lesson is
sufficient. One note of caution is that many of the aims in this unit are
geared toward nonfiction texts. You should consider reading a nonfiction
text rather than a novel for at least one, if not two, of the whole class
instructional texts you will read for this unit.
Class Structure:
1. Do Now (5 min). Students know exactly what they are supposed to do
when they enter class. The “Do Now” or “Quick Questions” is often
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Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
2.
3.
4.
5.
spiraled questions that review skills, vocabulary, strategies and serve as
effective cumulative review and/or a set up for the day’s lesson.
Students should be highly successful at the Do Now and it should be
completed by students and reviewed in less than 5 minutes. In
addition, the students should always be asked to copy down the day’s
aim into their class notes or reader’s notebook.
Mini-lesson (8-15 min). The mini-lesson is divided into two main
components and should never run more than 15 minutes (and often
should not exceed 12 minutes):
 Modeling (5-10 min): The teacher explicitly describes and “thinks
aloud” the aim for the day using the shared class novel or another
short text. Bite-sized aims are taken from the revised scope &
sequence and address specific reading comprehension strategies,
habits of good readers, or critical reading comprehension
standards
 Guided Practice (3-5 min): The teacher then guides the students to
apply the aim with declining scaffolding.
Reading (30 – 35 min). The core of all literature classes should be
reading—scholars should spend at least 30-35 minutes doing
independent or paired reading of a book that is close to their
instructional level (the average for the class).
Summary and Assessment of the Aim (5-10 min). Every class should
include an assessment of the aim, either in the form of an exit ticket or
a clear product where scholars demonstrate their mastery of the aim
(and teachers can use this to diagnose areas of misunderstanding).
Vocabulary (5-10 min). Depending on school-site, vocabulary lessons
that introduce, teach, and reinforce essential academic and Tier II
vocabulary, will take place either in literature or in writing class.
Vocabulary words should be taken from the AF Vocabulary List (one
word/day) as well as any words that the teacher chooses to highlight
from the class novel. Regardless of the class in which vocabulary is
taught, explicit vocabulary instruction should take no more than ten
minutes. For more information on vocabulary instruction, including
instructional strategies and tips, please refer to the AF Vocabulary
Overview document.
Note: If you use the maximum number of minutes for each part of your
lesson each day, you will not get through the agenda in 60 minutes
(designated time for literature class at most schools). If you know your
guided practice will need the maximum suggested time of five minutes,
then maybe the modeling part of the mini lesson is shorter. The one part
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Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
of the class structure that is non-negotiable is the independent reading
time. That should always be 30 minutes plus.
Core Academic Aims for this Unit:
Great readers are able to:
o Hear alarms when they are confused—clicking and clunking.
o Use strategies to repair confusion: stop, re-read, and then read-on to
keep on track while reading.
o Distinguish between the three different reading voices in their head
(reciting, conversational, and off task)
o Question to clarify meaning while reading fiction
o Question to clarify meaning while reading nonfiction and poetry
o Chunk information in nonfiction when there is too much information to
remember everything
o Re-read a difficult text/passage several times
o Look at pictures to get more information when they are confused
o Adjust their reading rate: they slow down or speed up based on level
of difficulty. When they are clicking, they speed up, and when they are
clunking, they slow down.
o Use fix-up strategies flexibly: when one doesn’t work, they try another
one.
o Check for understanding periodically and self-monitor their
understanding by reviewing on paper or in their head
o Say the fiction text in their mind so it makes sense
o Say the nonfiction text in their mind so it makes sense
*Reading stamina is a core aim that must be reinforced every day.
Great Sources and Resources to Use:
1. Thank you to Maddie Witter, Dean of Instruction at KIPP: Infinity, for
sharing her time, incredible wisdom, infectious enthusiasm, and
formidable ELA vision and curricular materials with Achievement First.
2. Harvey, Stephanie and Anne Goudvis. Strategies that Work: Teaching
Comprehension to Enhance Understanding. Maine: Stenhouse, 2000.
Google Books web address to access an online version of Strategies that
Work: Teaching Comprehension to Enhance Understanding:
http://books.google.com/books?id=qzIXoq9g2X8C&pg=PA134&lpg=P
A134&dq=%22the+barn+was+very+large%22&source=web&ots=Nhlg4S
x4G_&sig=w0ajjkb9HPetI06MNjv6rsJ_xwE&hl=en&sa=X&oi=book_result&
resnum=3&ct=result#PPP1,M1
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Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
3. Keene, Ellin Oliver and Susan Zimmermann. Mosaic of Thought:
Teaching Comprehension in a Reader's Workshop. New Hampshire:
Heinemann. 1997.
Web address to access Ellin Oliver Keene’s extensive work of strategy
instruction, rubrics, and assessment:
http://www.readinglady.com/mosaic/tools/tools.htm#1
4. Calkins, Lucy McCormick. The Art of Teaching Reading. New York:
Addison-Wesley Educational Publishers, 2001.
5. Fountas, Irene and Gay Su Pinnell. Guiding Reading and Writers: Grades
3-5. New Hampshire: Heinemann.
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Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
LESSON #1
Teaching point: Good readers hear alarms when they are confused-clicking and clunking.
Aim: SWBAT identify when they are “clunking.”
Materials:
o
o
o
o
o
Picture of Jason Giambi from the internet (or some other
sports hero to illustrate the point—Tiger Woods, for example,
or an NBA/WNBA all-star)
Adult book you as a teacher are currently reading to model
during mini lesson OR use the current instructional text you are
teaching to the class. In the latter case, pick a short excerpt
from the text to model today’s aim.
Post-it notes for each scholar
Class set of the instructional text that your class is currently
reading
Class Notebook
Connection/Hook:
(Introduction to Unit)
Jason Giambi on the Yankees is one of the best players in baseball. What
makes him the best? Why is he above a .250 average? He goes back to
the basics and really studies WHY and HOW to make himself a better
baseball player.
Everyday he goes back and takes a swing on a T-ball. Just like when he
first learned to play when he was a toddler. And then Don Mattingly
watches Giambi and they look at every little thing: stance, setting his
hands, and the contact point.
What would happen if Giambi thought, Hey- I’m one of the best players in
baseball, I can do this no problem! A few years ago in May he was hitting
.195 and the Yankees were about to send him back to the minor leagues.
By looking at the little things and studying how to improve his game, he hit
14 homeruns that July.
All readers are just like Jason Giambi. If they don’t look into WHY and
HOW to make themselves a better reader- if they don’t look at the little
things- then they’re going to be mediocre. If they analyze how to make
themselves the best, they will be great readers. This Fix-It Unit we will be
focusing on those little things.
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Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Mini Lesson:
Model (I): One of the little things that good readers do, that I do every
time I read, is when they are a little confused an alarm goes off in their
head. That alarm says, wait a minute I’m confused.
Define clicking and clunking.
Clicking – you GET it.
Clunking – you DON’T get it.
Note to teacher: from Sharon Vaughn’s Collaborative Strategic Reading:
Click and clunk are “during reading” strategies that scholars use to
monitor their own comprehension. If scholars are clicking, the words and
their meaning are comprehended and understood. If scholars are
clunking, they are struggling with a word’s meaning and comprehending
it within the context of a sentence. At that point, scholars should apply fixit strategies to help them figure out unknown words when comprehension
breaks down.
Let me show you how with a read-aloud from one of my adult books. I will
show you what I do when an alarm goes off in my head.
Read-aloud excerpt of an adult non-fiction or fiction text that you, as the
teacher, are currently reading. Show students that when you are
confused you stop. Do about 5 different things such as stop and re-read,
activate background knowledge to help with comprehension, visualize
what’s happening in the text, etc. (mini lessons to be focused on later in
this unit for each of these fix-it strategies).
Guided (We): What did you notice that I did after I stopped? What
different strategies did I try? (Chart their responses.)
Independent (You): As you read today, I want you to think about the
alarms in your head and stop when you hear them. Whenever you stop, I
want you to put a page marker (post-it note) in that spot and use our
post-it note-taking system to explain why you stopped. Today, I am
introducing a new post-it code: “CLUNK.” When you have to stop
because you are confused, write CLUNK at the top of your post-it note.
Write below the “CLUNK” why you are confused. Then, if you can, try a
strategy that I used today. We will be talking about how many times you
stopped and why you stopped during our share time at the end of class.
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Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Closing/Share: (turn and talk) How many times did you stop? Why did you
stop? What strategy did you try? What did the alarm say in your head?
Good readers isolate confusion and make a plan to repair meaning. They
know that if they continue reading without doing something about their
confusion, it will get worse. For an exit ticket, you may want to have
scholars affix their post-it notes to a page at the end of class (see the next
page for an example) and then write the closing/share questions at the
end of the page as a summary of the day’s lesson.
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Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Name: _________________________
Date: ______________________________
Post-it Notes: Class Work
When you have a question that signals confusion, you record it with the
code “CLUNK”--signaling confusion and that you had to stop reading.
Below that, write why you think you clunked.
Reading Checklist
 I wrote at least four post-its.
 I labeled each post-it with a “CLUNK” and explained why I had
clunked.
 I did not get distracted by the voices around me.
 I did not look up while I was reading.
 When I finished my pages, I wanted to keep reading.
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Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Closing/Share: How many times did you stop? Why did you stop? What
strategy did you try? What did the alarm say in your head?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
LESSON #2:
Teaching Point: Good readers don’t quit when they become confused.
They use fix-up strategies to repair confusion. Good readers stop, re-read
and read-on when they get off track.
Aim: SWBAT use clunking strategies to repair confusion.
SWBAT stop, re-read, or read-on to keep on track while reading.
Materials:
o
o
o
Adult book you as a teacher are currently reading to model
during mini lesson OR use the current instructional text you are
teaching to the class. In the latter case, pick a short excerpt
from the text to model today’s aim.
Class set of the instructional text that your class is currently
reading
Class notebook
Connection/Hook: Do you ever read and realize you’ve been turning the
pages for a while but have no idea what’s going on because you weren’t
really reading? That happens to me a lot, and it happens to all readers.
But what separates the good readers from the unsuccessful readers is
good readers always stop once they’ve lost track, find where they last
remember and read from that point.
Mini Lesson:
Model (I): Do a think aloud with any book. Don’t read the book aloud,
just show the students how you got off track, and how you remember
what you read last. Explain in your read aloud what you are confused
about (at least two things). For one confusion, go back and re-read a
paragraph that will clear up the confusion. For the other confusion, read
on and see if you can get the answer to your question.
Show the difference between re-reading and read-on.
Re-read: Rereading can include rereading a sentence, a paragraph, or
selectively going back to an earlier part of the text to resolve a
misunderstanding. Rereading usually needs to be done at a slower rate.
Read-on: Read ahead. Then come back. Sometimes the clunk cannot
be resolved by going back. Possibly the author hasn’t revealed enough
information (intentionally or unintentionally). Skilled readers note the
unresolved problem and read ahead to get additional
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Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
information. They can then go back and see if they solved the problem.
Guided (We): Let’s look at the first page from what you will read today in
our instructional text. Look at the paragraph on page _____. Read along
silently as I read aloud. Now, that you know our new strategy to re-read or
read-on, would you re-read or read-on at this point in the story. Why?
Independent (You): As you read from now on, any time that you get off
track, stop, re-read and then read-on. Track in your class notebook how
many times you had to stop, re-read, and then read-on. Use two-column
notes. On the left, write the page number that you had to stop; on the
right explain if you re-read or read-on and why.
Closing/Share: In the form of an exit ticket, answer the question: How did
the re-read/read-on strategy help you today?
Page 14
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
LESSON #3:
Teaching point: Good readers can distinguish between the three different
reading voices.
Aim: SWBAT balance the reading voices in their heads while reading.
Materials:
o
o
o
Adult book you as a teacher are currently reading to model
during mini lesson OR use the current instructional text you are
teaching to the class. In the latter case, pick a short excerpt
from the text to model today’s aim.
Class set of the instructional text that your class is currently
reading
Class notebook
Connection/Hook: Since we started this year, I’ve read aloud to you and I
also have shown you what I’m thinking in my head. When readers read,
there are several different voices all trying to take over the conversation,
and good readers know how to balance the three voices so it isn’t chaos.
Mini Lesson:
Model (I): Explain the three voices:
Reciting- the voice actually saying the words
Conversational- the voice asking questions, making connections, etc
Off task- voice thinking about stuff not related to the book- maybe
connection got out of control, maybe you’re hungry, etc
Show how to balance the voices
Model just right: For example, . . .
And not okay: For example, . . .
Guided/Independent (We/You): As you read today, try to balance your
three voices. If they get unbalanced, stop and check yourself. I will be
circulating around the room and checking in with each of you to guide
you through balancing the voices. Any time the off task voice gets in your
head, fill out a post-it note with the letters “OT” at the top for “off task.”
Explain why you think you got off task on the post-it note.
Closing/Share: Why should your conversational voice not monopolize your
inner voices? (Teacher may want to have scholars fill out an exit ticket to
answer this question or put it in their class notebooks.)
Homework: Complete “The Three Reading Voices” sheet.
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Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Name: _________________________
Date: ______________________________
Post-it Notes: Class Work
When you find your off task voice taking over, record it with the code
“OT” meaning off task. Below that on the post-it note, write why you think
you got off task.
Reading Checklist
 I wrote at least four post-its.
 I labeled each post-it with a “OT” and explained why I thought I
had found myself off task.
 I did not get distracted by the voices around me.
 I did not look up while I was reading.
 When I finished my pages, I wanted to keep reading.
Page 16
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
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Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Name________________________________________Date____________
Reading Homework
The Three Reading Voices
Off task Carlisy:
Write an example of an off task voice
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
Reciting Rhonda:
Write an example of a reciting
voice
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Conversational Carl
Write an example of a conversational
voice
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
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Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
LESSON #4:
Teaching point: Good readers question to clarify meaning.
Aim: SWBAT ask three clarifying questions.
Materials:
o
o
Copy of Tiger Rising by Kate DiCamillo OR the class set of the
instructional text that your scholars are currently reading if it’s
a fictional text.
Post-it notes
Connection/Hook: We have been spending a lot of time questioning the
text, and we want you to continue to ask open-ended questions because
that’s one of the best ways to really have a conversation with your book.
Mini Lesson:
Model (I): Whenever a good reader is confused, they ask questions to try
to figure it out. These are called clarifying questions. To clarify means to
figure out. If you are confused, it’s very important to realize it and figure it
out.
Examples of sentence starters: Clarifying Questions for Fiction or Nonfiction
Texts:
1. Does this make sense?
2. Why am I confused?
3. What did I miss?
Read-aloud Chapter 1 of Tiger Rising (or whatever book you are teaching
as the instructional text if it’s fiction) to model the three clarifying questions
outlined above. You can also introduce fiction-specific clarifying
questions, which are outlined below. To begin, however, you may only
want to introduce the three clarifying questions outlined above as they
can be used with nonfiction or fiction.
Examples of sentence starters for fiction specifically: Clarifying Questions
Who’s talking?
Where is the story taking place?
Why did the character do that?
Did the scene change?
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Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Model what to do if you can’t answer clarifying question: go back and reread (using the strategy we learned a few days ago).
Guided (we)/Independent (You): As you read today, I want you to place
a post-it note in your book any time an alarm goes off in your head. Use
our post-it note code symbol of “?” to signal you have a question. When
that alarm does go off, ask yourself one of the three clarifying questions
and write it on the post-it note. Once you have asked that question, try to
answer it on the post-it note. Let’s do one together . . . .
Closing/Share: (turn and talk) Tell your partner where you got confused
and what you did. Turn in your post-it notes—affixed on the handout (see
next page) as your exit ticket today.
Homework: Clarifying Exercise with Direct Quotations--Note to teacher:
This homework assignment might need to be explained in depth --especially since it has the use of direct quotations. You may need to leave
some extra time to do this at the end of class.
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Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Name: _________________________
Date: ______________________________
Post-it Notes: Class Work
When you find you need to ask a question to clarify meaning, write one of
the post-it codes we learned in our first unit of the year (Habits of Good
Readers): the question mark. Below the question mark symbol, write your
clarifying questions and then try to answer it.
Reading Checklist
 I wrote at least four post-its.
 I labeled each post-it with a “?” and wrote my clarifying question.
Finally, I tried to answer my own clarifying question.
 I did not get distracted by the voices around me.
 I did not look up while I was reading.
 When I finished my pages, I wanted to keep reading.
Page 21
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
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Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Name _________________________________ Date____________________
Literature Homework
Direct quote and page number
I wonder…
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
Page 23
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
LESSON # 5:
Teaching Point: Good readers question to clarify meaning with nonfiction
and/or poetry.
Note to teacher: You might want to break this lesson into two days. You
could model it with poetry one day, have them try it. Then model with the
TA passage, have them try it. On the second day, you could have
scholars compare the two types of text for homework or on the exit ticket.
Aim: SWBAT write three clarifying questions about a nonfiction passage
and/or a poem.
Materials:
o
o
o
o
Copies of two nonfiction passages from the TA series on the
shared server—close to your scholars’ independent reading
levels (two that would be new to them—consult with TA
teacher if you are not the TA teacher) Note: if you are
already teaching a nonfiction text as your instructional text for
class, then you can use that instead of some sample TA
lessons to do the I/WE/YOU of this lesson.
The poem “The First Book” by Rita Dove, taken from Poetry
Speaks to Children (included below)
Other selected poems from Please Bury Me in the Library or
Poetry Speaks to Children or any poetry collection you have
handy in your classroom library
Post-it notes
Connection/Hook: We started asking clarifying questions as we read to
get a better understanding of the text and to make sure that we aren’t
practicing bad reading habits. We also learned that there are some
clarifying questions that you can ask that are appropriate for fiction.
Today, we will ask some clarifying questions that are appropriate for
nonfiction and poetry.
Mini Lesson:
Model (I):
Nonfiction/Poetry Clarifying Questions to Ask:
1. I don’t get it. Should I re-read?
2. What is this about?
3. What it the author trying to say?
Page 24
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Nonfiction and poetry can sometimes be harder to read. Sometimes you
will be reading your social studies text book or a nonfiction TA lesson in
one of your classes and realize you don’t have any idea what’s going on.
Then you should ask those above questions. Sometimes you will be
reading a poem that is written for grown-ups and you HAVE to recognize
that you don’t completely get it. Everyone does this with ALL nonfiction
and poetry. You don’t read either like you read a book.
Model how to ask the three clarifying questions with a page from a TA
lesson.
Guided (We)
Guide by reading aloud the poem, “The First Book” from Poetry Speaks to
Children, edited by Elise Paschen (audio cd recording included with
book). Pause to have scholars ask three clarifying questions and other
scholars (not the teacher) should answer them.
“The First Book” by Rita Dove
Open it
Go ahead, it won’t bite.
Well . . . maybe a little.
More a nip, like. A tingle.
It’s pleasurable, really.
You see, it keeps on opening.
You may fall in.
Sure, it’s hard to get started;
Remember learning to use
Knife and fork? Dig in:
You’ll never reach the bottom.
It’s not like it’s the end of the world—
just the world as you think
you know it.
Independent (You):
Page 25
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Today for independent reading you will be reading another TA nonfiction
passage. You will be practicing your clarifying questions so that by the
time you get to TA class, you will be experts on the material and be able
to answer all of the questions. When you are done with that, I have some
poetry books that you may look through and ask clarifying questions for at
least one poem.
Closing/Share: Write a summary retelling the TA passage that you read by
yourself.
Homework: Complete the attached homework sheet with the class
instructional text (whether it be a novel, collection of short stories,
nonfiction, etc.)
Page 26
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Name________________________________Date___________________
Literature Homework
Directions: You have now learned several alarms that should signal
confusion and fix-it strategies to help you figure out why you are confused.
Complete the following assignment by including (at least once) all of the
concepts you have learned in the last five lessons: click/clunk, stop/reread/read-on, balance the three voices in your head, and ask clarifying
questions. Read pages _____ to _____ in our class text, ________________.
1. I’m confused by (copy from the text and write down page
number)________
___________________________________________________________
___________________________________________________________
I think I am stuck because_______________________________________
___________________________________________________________
I will try to get unstuck by ______________________________________
___________________________________________________________
I think I understand ___________________________________________
___________________________________________________________
2. I’m confused by (copy from the text and write down page
number)________
___________________________________________________________
___________________________________________________________
I think I am stuck because_______________________________________
___________________________________________________________
I will try to get unstuck by ______________________________________
___________________________________________________________
I think I understand ___________________________________________
___________________________________________________________
Page 27
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
3. I’m confused by (copy from the text and write down page
number)________
___________________________________________________________
___________________________________________________________
I think I am stuck because_______________________________________
___________________________________________________________
I will try to get unstuck by ______________________________________
___________________________________________________________
I think I understand ___________________________________________
___________________________________________________________
4. I’m confused by (copy from the text and write down page
number)________
___________________________________________________________
___________________________________________________________
I think I am stuck because_______________________________________
___________________________________________________________
I will try to get unstuck by ______________________________________
___________________________________________________________
I think I understand ___________________________________________
___________________________________________________________
Page 28
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
LESSON #6:
Teaching Point: Good readers chunk information in nonfiction when there
is too much information to remember everything.
Aim: SWBAT chunk every page of their nonfiction book.
Materials:
o
o
o
Ask a history or science teacher at your school if you can
borrow a history or science book for your literature class that
day OR
If you are reading a nonfiction text as the instructional text for
class, use that for this mini lesson.
Class notebook
Connection/Hook: You’ve spent a lot of time in your history (or science)
class reading nonfiction. This year, you have learned some fix-it strategies
to help you with comprehending nonfiction text. What are some of those
strategies? (They should say click vs. clunk; stop, re-read, and read-on;
balance the three voices; and ask clarifying questions.)
And how do you identify fiction from nonfiction? (review) Today we will
learn another strategy that is especially helpful if you want to remember
what you read easily. (Introduce chunking.)
Mini Lesson:
Model (I): Show them how and why to chunk with a read-aloud of the
nonfiction text (history or science book OR class instructional text if it’s
nonfiction). (Note: Chunking is visualizing the key ideas on a page so you
can easily summarize and retell. You should chunk at the end of each
page of nonfiction.)
Guided (We): Continue reading aloud a section while the students
independently or in pairs chunk.
Independent (You): For today’s reading I want you to read our class
instructional text, which is nonfiction (or the history/science book if you are
not currently reading a nonfiction text in class). As you read, I want you to
chunk. When we are done, you are going to be able to retell easily to
your partner what you wrote because you can just read your chunks. This
will help you remember what you read. Use the classroom handout as a
guide to fill in your chunking. On the left, write the page number for each
chunk, and on the right, write what you visualize.
Page 29
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Closing/Share: On an exit ticket, explain why a good reader uses different
strategies for fiction and nonfiction.
Homework: Double entry journal (like the class work page for chunking) to
be used with reading assignment for tonight (see the next few pages for
the class and homework sheets).
Page 30
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Name:_________________________________Date____________________
In-Class Work for Chunking
Direct quote and page number
I visualize…
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
Page 31
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Name:_________________________________Date____________________
Literature Homework
Direct quote and page number
I visualize…
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
Page 32
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
LESSON #7:
Teaching point: Good readers re-read a difficult text several times.
Aim: Re-read a difficult passage three times.
Materials:
o
o
Bring in a newspaper article from USA Today and an article
from Time Magazine— or something else that’s beyond your
scholars’ independent and instructional reading levels. You
need two articles—one for model/guided and one for
independent.
Class notebook
Connection/Hook: From the beginning we have wanted you to choose
the just-right text for your independent reading book, so that you would
understand completely what your book is about. For our whole class text
each week, I have also been picking a book that is just right for most of
you in the classroom. We wanted reading to be a ‘smooth-ride’ for you.
However, in your life you will get reading passages that are too hard for
you. This happens to me from time to time. If I ever have to read about
anything medical, it’s too hard. Directions for a DVD player can also be
too hard for me. There is a strategy that all good readers use that we will
learn today.
Mini Lesson:
Model (I)/Guided (We):
Today, I am not going to model how to do something. Instead, I am going
to give you something really hard to read, and I want you to read it twice.
Hand out your first short passage that’s way too hard--on an 8th grade
level for 5th-6th graders, for example (Adjust the passage you choose up or
down based on your scholars’ reading level). Provide your scholars with a
list of five open-ended questions about the text. Read twice and answer
questions twice. Discuss why their ability to answer the questions
improved after the second reading.
Independent (You): Hand out another difficult passage. Have the
students recall what it means to re-read and then have them read this
new, difficult passage at least two times. Use the Fix-up Strategies T-chart
while you are reading each time to help you discern the meaning of the
passage. On the back side of the T-chart, write a paragraph summarizing
the passage.
Page 33
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Closing/Share: Discuss how they understood the passage better after the
third time. For an exit ticket, scholars should turn in their T-chart from
today’s class.
Homework: Fill out the Fix-Up Strategy T-Chart to complete your reading
tonight of our instructional class text. Try to employ several of the
strategies we have learned thus far. (Teacher may want to pull out the
toolbox and review the fix-it strategies used thus far.)
Note to teacher: On the following page, you will find a copy of the Tchart—copy twice for in-class and for homework.
Page 34
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Page 35
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
LESSON #8:
Teaching point: Good readers look at pictures to get more information
when they are confused.
Aim: SWBAT interpret pictures to establish meaning.
Materials:
o
o
o
o
Bring in a fun children’s poetry collection such as Please Bury
Me in the Library or the collection Poetry Speaks to Children
(really any picture book that you have that has great
illustrations will work for this lesson)
Or, if the whole class instructional text has some pictures, then
use that for your mini lesson
Bring a newspaper or magazine article with a graphic (pie
chart, bar graph, etc.)
Class notebook
Connection/Hook: Today’s reading strategy is helpful for anyone who has
pictures or photographs in their independent reading book or their
science and history textbook. If you don’t have a book with pictures right
now, you will! So, don’t worry.
Mini Lesson:
Model (I):
Do a read-aloud/think-aloud with “Reading in the Dark” p. 18 of Please
Bury Me in the Library (or any picture book that has great pictures to
accompany the text).
With this particular poem, you would read first and model that you don’t
understand the poem. Then look at the pictures of owls, make a
connection, re-read the poem for understanding.
Guided (We):
Share copies of the article you brought with your scholars to guide them
on how to use the pictures (i.e. graphic support) in order to access the
text. For example, reading content texts, such as science or social studies
textbooks or dense articles published in newspapers and magazines,
usually contain considerable graphic support. This support consists of
pictures, drawings, charts, tables, and diagrams. Students often do not
use these to aid comprehension. Some students even report ignoring the
graphic support to shorten their reading. It is important to guide them here
Page 36
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
on how using graphic support will not only increase comprehension, but
may expedite, rather than slow down the reading.
Independent (You):
As you read today, remember to always get information from the picture.
Ideally, your class is currently reading a nonfiction instructional class text,
which has some graphic support for scholars to execute this aim
independently. If not, you will need an outside article for them to read
during class. Have them complete a double entry journal for independent
and homework (next page) in which they identify the page number on
the left and the accompanying graphic. On the right, scholars explain
why they are confused.
Closing/Share: Students share what information they were able to derive
from the pictures. Scholars should turn in their double entry journal that
they completed during independent reading time as their exit ticket.
Homework: Double Entry Journal with that night’s reading
Page 37
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Name___________________________________Date__________________
Reading Homework
Direct quote and page number
I’m confused because
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
Summary: How I used the pictures in the text to solve my confusion:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Page 38
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
LESSON #9:
Teaching Point: Good readers adjust their reading rate, they slow down or
speed up based on the level of difficulty of a text and their own
comprehension of it.
Aim: SWBAT speed up their reading when clicking and slow down their
reading when clunking.
Materials:
o
o
o
o
Bring in the fun children’s poetry collection, Please Bury Me in
the Library or the collection Poetry Speaks to Children (really
any picture book that you have that has great illustrations will
work for this lesson)
Or, if the whole class instructional text has some pictures, then
use that for your mini lesson
Bring a newspaper or magazine article with a graphic (pie
chart, bar graph, etc.)
Class notebook
Connection/Hook: We’ve been talking about clicking and clunking.
When you’re clicking, you’re totally getting it. When you’re clunking, an
alarm should be going off in your head.
Mini Lesson: Good readers don’t always read at the same reading rate.
When they are clicking, they speed up, and when they are clunking, they
slow down. Let me show you:
Use the class instructional text to model this point.
Adjust Your Reading Rate. Good readers don’t read everything fast. They
adjust their rate to meet the demands of the task. Many students try to
read textbooks at the same rate that they read their favorite magazine.
Good readers slow down when something is difficult or unfamiliar. They
realize that in order to construct meaning, their rate must decrease. They
also know that it’s okay to read faster when something is familiar or boring.
Reading faster sometimes forces the brain to stay engaged. Good
readers select a rate based on the difficulty of the material, their purpose
in reading it, and their familiarity with the topic.
Guided (We): Direct scholars to two paragraphs in their classroom
instructional text—one that the content should be familiar (even if they
haven’t yet read the paragraph before) and one that the content is
Page 39
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
unfamiliar to them. Ask them to distinguish with their partner which
paragraph they should speed up and which they should slow down.
Independent (You): Scholars keep a running log of their reading rate for
each page they read in class today and for homework tonight. Each
entry in the log should state the page and begin with one of the following
statements: I sped up because . . . . OR I had to slow down because . . .
Closing/Share: Share their reading rate logs with a partner and show to
teacher as an exit ticket. Teacher may want to quickly move about the
room to assess these logs while scholars are reading during independent
time and also during final share time.
Homework: Continue with the reading rate log while reading tonight’s
assignment from the classroom instructional text. You will paste your
reading rate log into your classroom notebook tomorrow when you come
in for the “Do Now.”
Note to teacher: Typically, scholars leave their class notebook at school.
Any homework that you want in the notebook should be completed on a
different sheet and pasted/stapled in the notebook the next day during
“Do Now.”
Page 40
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
LESSON #10:
Teaching point: Good readers use fix-it strategies flexibly. When one
doesn’t work, they try another one. Good readers have alarms that go off
in their heads. Good readers are able to identify the alarm.
Aim: SWBAT use fix-it strategies flexibly.
Materials:
o
o
o
Scissors, glue, and papers to make flashcards
Sturdy strips of paper for bookmarks
Whole class instructional text
Connection/Hook: When I drive, I have a destination in mind. I am very
conscious of what is going on around me. I monitor my speed. I compare
it with the posted limits. I know to slow down for speed traps, and I know
when I can exceed the speed limit without risking danger to myself or
others… When a song comes on that I don’t like, I change the station. I
watch the gas and oil gauges to make sure they are in acceptable
ranges. However, if I encounter difficulty, I stop and try to correct the
problem. If I get a flat tire or I am caught speeding, I can’t keep driving
unless I want to make my situation worse. When one plan doesn’t work, I
try something else.
Monitoring comprehension and using fix-it strategies is a lot like driving.
Good readers expect to arrive at meaning, just as good drivers expect to
arrive at their destination. A reader’s ultimate purpose is to gain meaning.
In order to do this, readers must monitor their comprehension, and when
meaning breaks down, they need to repair it. Since the beginning of this
unit, we have been reflecting and practicing on how important it is that
good readers recognize when they are confused when they read. It’s
like we’ve been in driver’s ed. You are now able to start driving on your
own-- with flat tires, no oil, or speeding tickets. You should be able now to
identify what elements you need to focus on to make your reading better.
Mini Lesson:
Model (I):
A HUGE alarm should go off if any of the following happen:
 The conversation voice isn’t talking.
 Your mental movie has stopped.
 Your off task voice takes control.
 You can’t remember what has been read.
Page 41
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.


You can’t answer your clarifying questions.
You reencounter a character and have no idea who he/she is.
Guided (We): Scholars play a matching game where they identify the
alarm with the fix-it strategy. Put the alarms on one side (listed above) and
some of the fix-it strategies we have learned in this unit (and some
illustrated in the Habits Unit) on the other side: (some strategies listed
below)
 Make connections, ask questions, make a prediction
 Visualize the scene. What is the character wearing? Etc.
 Take a break.
 Re-read, chunk, retell more often
 Re-read
 Start character chart- go back and find character- re read
Then students paste cards together to make into flashcards.
Note to Teachers: The alarm and the fix-it lists outlined above are in
order, so you can see the match above. Mix these up before giving
them to your scholars. This is not an exhaustive list, so add to it (Ex: other
fix-it strategies include adjust reading rate, access pictures and
graphics, etc.)
Independent (You): You now have the tools to start reading on your own.
If a problem comes up, make sure an alarm goes off in your head. If you
have no problems, then you aren’t reading the just right book (it’s too
easy for you). Go to your toolbox and fix your problem. Begin reading
from our whole class instructional text.
Closing/Share: Why is reading like driving?
Homework:
Scholars make sure they have made note of each “tool” learned thus far.
The “tool box” can be a list on a bookmark: add a fix-it strategy tool each
day to the bookmark (see the following pages for an illustration). Also,
complete homework sheet on the next page while completing tonight’s
reading and the bookmark, of course.
Page 42
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Name__________________________________Date__________________
Literature Homework
Title of book:____________________________________________
1. Record three questions from your reading that you think are
interesting:
a)
b)
c)
2. Put page markers in places you thought were confusing. Choose a
fix-it strategy to fix the problem—use your fix-it bookmark.
3. After you finish reading, write down what you remember.
4. Did you find any answers to your questions? Write down what you
found out.
Page 43
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
I Don’t Get it!
 Should I re-read?
 Should I slow down?
 Am I asking myself
questions?
 Am I making connections
to my life, other books
and the world?
 Have I been keeping
track of all the
characters?
 Have I analyzed pictures
and diagrams?
 Should I read ahead to
check?
 Is my mental movie still
working?
 Am I having a
conversation in my
head?
 Should I go back and
chunk?
 Can I retell- am I retelling
enough?
 What do I already know
about this subject?
I Don’t Get it!
 Should I re-read?
 Should I slow down?
 Am I asking myself
questions?
 Am I making
connections to my life,
other books and the
world?
 Have I been keeping
track of all the
characters?
 Have I analyzed
pictures and
diagrams?
 Should I read ahead
to check?
 Is my mental movie still
working?
 Am I having a
conversation in my
head?
 Should I go back and
chunk?
 Can I retell- am I
retelling enough?
 What do I already
know about this
subject?
Page 44
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
LESSON #11:
Teaching point: Good readers periodically check for understanding and
self-monitor their understanding. (Review)
Aim: SWBAT review and reflect on text to ensure understanding.
Materials:
o
o
o
Whole class instructional text
Class Notebook
Post-it Notes
Mini Lesson:
Model (I):
Skilled readers are reflective. They pause in their reading to reflect on the
ongoing development of meaning. They consider what is happening in
the story or try to make connections to new content. They also make
predictions and confirm previous predictions. Other ways to check for
understanding are: self-talk, paraphrasing, summarizing, and retelling.
Do a read-aloud/ think-aloud with the whole class instructional text
modeling key strategies learned in this unit to demonstrate how you
review periodically and employ the fix-it strategies when necessary.
Guided (We): After you have modeled for a few minutes, have the
students practice this aim with their partner.
Independent(You): Students read independently and put a post-it note
every time they need to use a fix-it strategy so teacher can scaffold any
fix-it strategy skills that scholars are still struggling with in a follow-up lesson.
(Note: Refer to Post-it codes in Appendix A—make sure they are
prominently displayed around the room for scholars to visualize.) Teacher
circulates to read sticky notes during this time to gain a sense of what still
needs to be scaffolded in a mini lesson, so scholars can be successful at
this aim of periodically reviewing.
Note to teacher: If when viewing the post-it notes, you notice something
your scholars are still struggling with during this lesson, then you might have
to insert a lesson in order to make sure your scholars master this skill.
Share/Closing: Write an exit slip to answer the following question--How do
good readers monitor their comprehension?
Page 45
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
LESSON #12:
Teaching point: Good fiction readers say the text in their mind so it makes
sense.
Aim: SWBAT rephrase a fictional text in their own words.
Materials:
o
o
o
Fiction Passage of “Priscilla and the Wimps” (included)
Class Notebook
Visual Toolbox (ideally this toolbox has been added to
throughout the unit)
Connection/Hook: For the past few months we’ve learned a lot of fix-it
strategies for our reader’s toolbox. (Teacher points to toolbox—it’s great if
a teacher actually has been building a visual toolbox in front of the class
as each “tool” is introduced and explained. You could laminate 2-D
drawings of tools, write the fix-it strategy on each tool, and then put the
tools in a makeshift toolbox such as a cardboard box. Be creative and
have fun with it.) We differentiated between our three voices: off task,
recital, and conversational. We reflected why conversational is the
optimal reading voice. Today we will continue to use our conversational
voice in order to fix-up what we don’t understand.
Mini Lesson:
Model (I): Do a read-aloud of “Priscilla and the Wimps” by Richard Peck
(included in this lesson). Create a t-chart so they see the difference
between the text and how you’ve worded it. Example below:
Page 46
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Text
Listen, there was a time when you couldn’t
even go to the rest room around this
school without a pass. And I’m not talking
about those little pink tickets made out by
some teacher. I’m talking about a pass
that could cost anywhere up to a buck,
sold by Monk Klutter.
Reworded
It used to be that you couldn’t even
go to the bathroom without a pass
sold to you by Monk Klutter, some kid
in school.
Not that Mighty Monk ever touched
money, not in public. The gang he ran,
which ran the school for him, was his
collection agency. They were Klutter’s
Kobras, a name spelled out in nailheads
on six well-known black plastic
windbreakers.
Monk didn’t collect the money. No,
you paid one of the Klutter’s Kobras,
the guys in his gang who ran the
school for him. You could recognize
them by the black jackets they wore
with the gang on the name on the
back.
Page 47
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Guided (We): Point to a particular paragraph in the text and have all
scholars practice rewording it.
Independent (you): As you read today, pay close attention to how you
are translating the story in your mind. Provide a blank handout on which
to practice this.
Closing/Share: How do readers say the story in their mind so that it makes
sense? Exit ticket should be one entry in a T-chart that demonstrates
scholars’ abilities to rephrase text, so it makes sense in their minds.
Homework: Checklist with an explanation of why they use the top three
strategies.
Page 48
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
“Priscilla and the Wimps”
by Richard Peck
Listen, there was a time when you couldn’t even go to the rest room
around this school without a pass. And I’m not talking about those little
pink tickets made out by some teacher. I’m talking about a pass that cost
anywhere up to a buck, sold by Monk Klutter.
Not that Mighty Monk ever touched money, not in public. The gang he
ran, which ran the school for him, was his collection agency. They were
Klutter’s Kobras, a name spelled out in nailheads on six well-known black
plastic windbreakers.
Monk’s threads were more … subtle. A pile-lined suede battle jacket
with lizard-skin flaps over tailored Levi’s and a pair of ostrich-skin boots,
brassed-toed and suitable for kicking people around. One of his Kobras
did nothing all day but walk a half step behind Monk, carrying a fitted
bag with Monk’s gym shoes, a roll of rest-room passes, a cash-box, and a
switchblade that Monk gave himself manicures with at lunch over at the
Kobras’ table.
Speaking of lunch, there were a few cases of advanced malnutrition
among the newer kids. The ones who were a little slow in handing over a
cut of their lunch money and were therefore barred from the cafeteria.
Monk ran a tight ship.
I admit it. I’m five foot five, and when the Kobras slithered by, with or
without Monk, I shrank. And I admit this, too: I paid up on a regular basis.
And I might add: so would you.
This school was old Monk’s Garden of Eden. Unfortunately for him,
there was a serpent in it. The reason Monk didn’t recognize trouble when it
Page 49
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
was staring him in the face is that the serpent in the Kobras’ Eden was a
girl.
Practically every guy in school could show you his scars. Fang marks
from Kobras, you might say. And they were all highly visible in the shower
room: lumps, lacerations, blue bruises, you name it. But girls usually got off
with a warning.
Except there was this one girl named Priscilla Roseberry. Picture a girl
named Priscilla Roseberry, and you’ll be light years off. Priscilla was, hands
down, the largest student in our particular institution of learning. I’m not
talking fat. I’m talking big. Even beautiful, in a bionic way. Priscilla wasn’t
inclined toward organized crime. Otherwise, she could have put together
a gang that would turn Klutter’s Kobras into garter snakes.
Priscilla was basically a loner except she had one friend. A little guy
named Melvin Detweiler. You talk about The Odd Couple. Melvin’s one of
the smallest guys above midget status ever seen. A really nice guy, but,
you know, little. They even had lockers next to each other, in the same
bank as mine. I don’t know what they had going. I’m not saying this was a
romance. After all, people deserve their privacy.
Priscilla was sort of above everything, if you’ll pardon a pun. And very
calm, as only the very big can be. If there was anybody who didn’t notice
Klutter’s Kobras, it was Priscilla.
Until one winter day after school when we were all grabbing our coats
out of our lockers. And hurrying, since Klutter’s Kobras made sweeps of the
halls for after-school shakedowns.
Anyway, up to Melvin’s locker swaggers one of the Kobras. Never mind
his name. Gang members don’t need names. They’ve got group identity.
He reaches down and grabs little Melvin by the neck and slams his head
Page 50
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
against his locker door. The sound of skull against steel rippled all the way
down the locker row, speeding the crowds on their way.
“Okay, let’s see your pass,” snarls the Kobra.
“A pass for what this time?” Melvin asks, probably still dazed.
“Let’s call it a pass for very short people,” says the Kobra, “a dwarf
tax.” He wheezes a little Kobra chuckle at his own wittiness. And already
he’s reaching for Melvin’s wallet with the hand that isn’t circling Melvin’s
windpipe. All this time, of course, Melvin and the Kobra are standing in
Priscilla’s big shadow.
She’s taking her time shoving her books into her locker and pulling on a
very large-size coat. Then, quicker than the eye, she brings the side of her
enormous hand down in a chop that breaks the Kobra’s hold on Melvin’s
throat. You could hear a pin drop in that hallway. Nobody’s ever laid a
finger on a Kobra, let alone a hand the size of Priscilla’s.
Then Priscilla, who hardly every says anything to anybody except to
Melvin, says to the Kobra, “Who’s your leader, wimp?”
This practically blows the Kobra away. First he’s chopped by a girl, and
now she’s acting like she doesn’t know Monk Klutter, the Head Honcho of
the World. He’s so amazed, he tells her, “Monk Klutter.”
“Never heard of him,” Priscilla mentions. “Send him to see me.” The
Kobra just backs away from her like the whole situation is too big for him,
which it is.
Pretty soon Monk himself slides up. He jerks his head once, and his
Kobras slither off down the hall. He’s going to handle this interesting case
personally. “Who is it around here doesn’t know Monk Klutter?”
He’s standing inches from Priscilla, but since he’d have to look up at
her, he doesn’t. “Never heard of him,” says Priscilla.
Page 51
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Monk’s not happy with this answer, but by now he’s spotted Melvin,
who’s grown smaller in spite of himself. Monk breaks his own rule by
reaching for Melvin with his own hands. “Kid,” he says, “you’re going to
have to educate your girl friend.”
His hands never quite make it to Melvin. In a move of pure poetry
Priscilla has Monk in a hammerlock. His neck’s popping like gunfire, and his
head’s bowed under the immense weight of her forearm. His suede
jacket’s peeling back, showing pile.
Priscilla’s behind him in another easy motion. And with a single mighty
thrust forward, frog-marches Monk into her own locker. It’s incredible. His
ostrich-skin boots click once in the air. And suddenly he’s gone, neatly
wedged into the locker, a perfect fit. Priscilla bangs the door shut, twirls
the lock, and strolls out of school. Melvin goes with her, of course, trotting
along below her shoulder. The last stragglers leave quietly.
Well this is where fate, an even bigger force than Priscilla, steps in. It
snows all that night, a blizzard. The whole town ices up. And school closes
for a week.
Page 52
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Page 53
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Name: ____________________________ Date: _______________________
Student Checklist Reflection
1. Which three strategies do you use most often?
______________________
______________________
______________________
2. Why do you think you use those strategies so much?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Which strategies didn’t you check? Why?
______________________
______________________
______________________
4. Which strategy will you try to use soon?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Page 54
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
LESSON #13
Teaching point: Good nonfiction readers read the text in their mind so it
makes sense.
Aim: SWBAT rephrase a nonfiction text in their own words.
Materials:
o
o
o
Nonfiction feature passage from a children’s magazine such
as Time for Kids, Cobblestone, Appleseeds, Highlights, etc.
Note to teachers: you can check out back issues for free at
any local library.
Class Notebook to complete T-chart
Visual Toolbox (ideally this toolbox has been added to
throughout the unit)
Connection/Hook: Yesterday we learned how fiction readers read the
text in their mind so that it makes sense. Today we will do the same thing
for nonfiction.
Mini Lesson:
Model (I): Using a feature article from a children’s magazine, model the
same think-aloud as the day before using a T-chart.
Guided (We): Like yesterday, have the scholars practice one T-chart entry
(at least).
Independent (You): Finish reading the article we started together. As you
read today, pay close attention to how you are translating the nonfiction
text in your mind. If you finish the article, then read from your whole class
instructional text.
Closing/Share: How do readers rephrase the nonfiction in their mind so
that it makes sense?
Homework: After you read tonight’s pages from the whole class
instructional text, complete the second type of checklist (different from
last night’s homework) on the next page.
Page 55
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Name_________________________________Date____________________
Reading Homework
I Don’t Get It… But I Will Checklist
Title of book:________________________________
In the following box check how many times you got
confused:
Use your toolbox!
On p. _________________I was confused
because_____________________________
________________________________________________________________________
____________________________________________________.So I used the
following strategy: _____________________________________. Now I
understand that
_________________________________________________________________
______________________________________________________________.
On p. _________________I was confused
because_____________________________
________________________________________________________________________
____________________________________________________.So I used the
following strategy: _____________________________________. Now I
understand that
_________________________________________________________________
______________________________________________________________.
On p. _________________I was confused
because_____________________________
________________________________________________________________________
____________________________________________________.So I used the
following strategy: _____________________________________. Now I
understand that
Page 56
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
_________________________________________________________________
______________________________________________________________.
On p. _________________I was confused
because_____________________________
________________________________________________________________________
____________________________________________________.So I used the
following strategy: _____________________________________. Now I
understand that
_________________________________________________________________
______________________________________________________________.
Page 57
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
LESSON #14:
Teaching point: Good readers use different fix-it strategies before, during
and after reading the text.
Aim: SWBAT monitor their comprehension during, before, and after
reading.
Materials:
o
o
Whole Class Instructional Text
Class Notebook
Connection/Hook: Why do good readers monitor their comprehension?
Mini Lesson:
Model (I): You don’t just monitor your comprehension as you are reading.
You do it before reading, and after reading, too. Scholars should put
these in their class notes. They should also add this concept to their
bookmarks/notebooks (or whatever form of toolkits you are having them
make).
Prior to Reading
1.
2.
3.
4.
5.
Why am I reading this?
Will this information help me in any way?
What do I know about this topic?
What do I think I will learn about this topic?
After reading the title, what do I think this reading will be about?
During Reading
1.
2.
3.
4.
Do I understand what I just read?
Does it make sense?
Do I have a clear picture in my head about this information?
Am I comfortable with my predictions, or do I need to adjust
them?
5. What more can I do to understand this?
After Reading
1.
2.
3.
4.
What were the most important points in this reading?
What new information did I learn?
How does it fit in with what I already know?
Do I agree or disagree with it?
Page 58
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
5. Should I go back and reread any part of this material so I can
better understand it?
6. What can I do to remember this information?
Share Rita the Reader and Confused Connie Handout
Guided (We): Take a moment and look over the list. Where are you? Are
you doing some but not all? What do you need to add to your toolbox?
Independent (You): Students continue to add strategies to their toolbox
(see questions outlined above in context of before, during and after
reading). Ask scholars to use at least one question from each list today
during independent reading time.
Closing/Share: Why is it important to be more like Rita the Reader than
Confused Connie?
Homework: Complete the During Reading Reflection sheet (see next
page) while reading tonight’s assignment from your whole class
instructional text.
Page 59
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Name____________________________________Date_______________
Literature Homework
During Reading Reflection
1.
Do I understand what I just read?
_____________________________________________________________________
_____________________________________________________________________
________________________________________________
2.
Does it make sense?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________________
3.
Do I have a clear picture in my head about this information?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________ ____
4.
Am I comfortable with my predictions, or do I need to adjust them?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________________
5.
What more can I do to understand this?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________
Page 60
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Confused
Connie

Rita the Reader

BEFORE

READING





DURING
READING



Activate prior
knowledge
Understand task and set
purpose
Choose appropriate
strategies
Focus attention
Anticipate and predict
Use fix-up strategies
when lack of
understanding occurs
Use contextual analysis
to understand new
terms
Use text structure to
assist comprehension
Organize and integrate
new information
Self-monitor
comprehension by ...
o knowing
comprehension is
occurring
o knowing what is







Start
reading
without
preparation
Read
without
knowing
why
Read
without
considering
how to
approach
the
material
Are easily
distracted
Read to
get done
Do not
know what
to do when
lack of
understandi
ng occurs
Do not
recognize
important
vocabulary
Do not see
any
organizatio
n
Page 61
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
being understood




AFTER
READING



Reflect on what was
read
Feel success is a result
of effort
Summarize major ideas
Seek additional
information from
outside sources

Add on,
rather than
integrate,
new
information
Do not
realize they
do not
understand
Stop
reading
and
thinking
Feel
success is a
result of
luck
Page 62
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
LESSON 15:
Teaching point: Good readers recognize the connections between pieces
of the text and the entire text.
Aim: SWBAT connect the parts of story/text together to understand it as a
whole.
Materials:
o
o
o
o
Whole Class Instructional Text
Sample TA Lesson that scholars recently read in TA class
Class Notebook
Web graphic organizer
Mini Lesson:
Model (I): Each part of a story or nonfiction piece builds on the preceding
parts, and your job as readers is to try to create the text as a whole in your
mind. Teacher should model with a think aloud of a
nonfiction/informational piece they recently read in TA Class (it’s better if
it’s something scholars have already seen, so they don’t have to be
seeing for the first time how the parts connect to the whole). Do a thinkaloud of putting it all together in a chart or use a web graphic organizer
to show how it all connects together.
Guided (We) Turn to the person next to you and do a little bit together.
Begin discussing: how do all the parts in the text connect together.
(Teacher does a chart on the board or a web as the scholars share out
ideas.)
Independent (You): As you finish the last few pages of the whole class
instructional text we are reading, connect the parts of the text together to
see what the writer is trying to build as a whole--use the web graphic
organizer if you need a guide.
Closing/Share: How does what you read today connect with what came
before it? Write answer in class notebook. Teacher walks around and
reviews as the exit ticket.
Homework: Summarize the fix-it strategies you have learned for this unit
and how they are helping you to be a better reader and to enjoy
reading more fully.
Page 63
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Appendix A: Post-it Codes
From Habits of Good Readers, Part I:
R = This reminds me of… any type of connection
T S = text to self connection
T  T = text to text connection
T  W = text to world connection
? = question
A = answer
BK = questions that are answered in the text
I = questions that can be inferred from the text
D = questions that can be answered by further discussion
RS = questions that require further research in order to be answered
Huh? or C = questions that signal confusion
= an answer to a “huh?” or “C” post-it
MI = mental image
Post-it Codes for the Fix-it Strategies Unit:
CLUNK= I am clunking because . . .
OT = off task
? = question mark (review post-it code from the first unit)
Page 64
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.
Appendix B: Fix-It Strategies Tool Kit
It’s ideal if a teacher actually builds a visual toolbox in front of the class as
each “fix-it tool” is introduced and explained. You could laminate 2-D
drawings of tools, write the fix-it strategy on each tool, and then put the
tools in a makeshift toolbox such as a cardboard box. Be creative and
have fun with it.
Suggested items to include in your toolbox:
o
o
o
o
o
o
o
o
o
o
o
Click and Clunk (hear alarms when you are confused)
Stop, Re-read, Read-on
Balance the three voices
Ask clarifying questions
Chunk
Look at pictures for help and context
Adjust their reading rate
Use fix-it strategies flexibly
Review what’s been read
Ask questions before, during, and after reading
Connect the parts of the story together as a whole
Page 65
Lessons for this unit were created by Maddie Witter, Dean of Instruction at KIPP:
Infinity Charter School, and modified by Achievement First.