IDEA Mission
College Prep
Reading
Intervention
Plan
Revised
August 25, 2011
Table of Contents
INTRODUCTIONTOLEXILE LEVLES
SETTING LEXILE GROWTH GOALS
LEXILE GRADE CORRESPONDENCE
READING INTERVENTION PLAN OVERVIEW
3
11
11
8
6TH GRADE LESSON EXAMPLES
METACOGNITION
REACTING TO THE TEXT
RECOGNIZING CONFUSION
ASKING QUESTIONS
QUESTIONS TO UNDERSTAND WHY UNDERSTANDING IS BREAKING DOWN
ACTIVATING SCHEMA BEFORE STUDENTS READ
TEXT –TO- SELF-CONNECTIONS
TEXT-TO-TEXT- CONNECTIONS
TEXT-TO-WORLD-CONNECTIONS
VISUALIZATION
SUMMARIZATION
14
22
28
36
42
51
58
64
68
73
78
SENTENCE STEMS FOR INDEPENDENT READING LOGS
80
2
3
4
Lexile Growth Worksheet for ___________________________________
INSTRUCTIONS:
Student name
1) Locate the row that contains your fall Lexile score in the column that says “My current Lexile range is between . . .”
2) Write your Lexile score in the area next to the box containing your score range.
To compute your growth goals, you will need to work only with the number in the row that contains your Lexile.
3) To compute your 1st year’s growth goal, add the number in the “Number of points needed to show 1 year’s growth” box
to your Lexile score and write the sum in the box under the “1 Year’s Growth” column.
4) To compute your 2 years growth goal, add the number contained in the “Additional Points Needed to Show 2 Years
Growth” box to your “1 Year Growth Goal” and write the sum on the line in the last column (2 Years’ Growth Goal).
5) Plot your first and second years’ growth on the Reading Performance Graph.
My current Lexile
range is between . . .
Number of
points needed to
show 1 year’s
growth is . . .
My Lexile Score
now is . . .
0-281
282-519
520-696
697-786
787-875
876-1034
1035-1237
1238-1255
1256 and up
198
174
123
82
49
36
39
26
46
+
+
+
+
+
+
+
+
+
Reading Lexile Performance Graph
1st SRI Date:
2nd SRI Date:
3rd SRI Date:
Score: _________
Score: _________
Score: _________
1300
1250
1200
1150
1100
1050
1000
950
900
850
800
750
700
650
600
550
500
450
400
350
300
250
200
150
100
1300
1250
1200
1150
1100
1050
1000
950
900
850
800
750
700
650
600
550
500
450
400
350
300
250
200
150
100
Additional points
needed to show 2
years’ growth
are . . .
My 1-year’s
growth goal
is . . .
=
+
=
+
=
+
=
+
=
+
=
+
=
+
=
+
=
+
187
161
165
57
109
149
145
43
46
My 2-year
growth goal
is . . .
=
=
=
=
=
=
=
=
=
What do I need to do to maintain my reading
level over the summer is to
________________________________
________________________________
________________________________
SRI/FY2003/Conference Presentation/SRI Lexile Growth and PPP Chart
Revised: Reading Coach Mary Null 30 August 2011
5
Introduction to Lexile®-to-Grade correspondence
There is no direct correspondence between a specific Lexile measure and a specific
grade level. Within any classroom or grade, there will be a range of readers and a
range of reading materials. For example, in a fifth-grade classroom there will be some
readers who are ahead of the typical reader (about 250L above) and some readers
who are behind the typical reader (about 250L below). To say that some books are
"just right" for fifth graders assumes that all fifth graders are reading at the same
level. The Lexile® Framework for Reading is intended to match readers with texts at
whatever level the reader is reading.
MetaMetrics® has studied the ranges of Lexile reader measures and Lexile text
measures at specific grades in an effort to describe the typical Lexile measures of
texts and the typical Lexile measures of students of a given grade level. This
information is for descriptive purposes only and should not be interpreted as a
prescribed guide about what an appropriate reader measure or text measure
should be for a given grade.
The tables below show the middle 50% of reader measures and text measures for
each grade. The middle 50% is called the interquartile range (IQR). The lower
number in each range marks the 25th percentile of readers or texts and the higher
number in each range marks the 75th percentile of readers or texts. It is important to
note that 25% of students and texts in the studies had measures below the lower
number and 25% had measures above the higher number. Data for the reader
measures came from a national sample of students.
Typical Reader Measures, by Grade
Grade
1
2
3
4
5
6
7
8
9
10
11 and
12
Reader Measures, Mid-Year
25th percentile to 75th percentile
(IQR)
Up to 300L
140L to 500L
330L to 700L
445L to 810L
565L to 910L
665L to 1000L
735L to 1065L
805L to 1100L
855L to 1165L
905L to 1195L
940L to 1210L
Data for the first column of text measures came from a research study designed to
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examine collections of textbooks designated for specific grades (MetaMetrics, 2009).
The "stretch" text measures (defined in 2010 through studies related to the
development of the Common Core State Standards for English Language Arts) in the
second column represent the demand of text that students should be reading to be
college and career ready by the end of Grade 12.
Typical Text Measures, by Grade
Grade
1
2
3
4
5
6
7
8
9
10
11 and
12
Text Demand Study 2009
25th
percentile to 75th percentile (IQR)
"Stretch" Text Measures
25th
percentile to 75th percentile (IQR)
230L to 420L
450L to 570L
600L to 730L
640L to780L
730L to 850L
860L to 920L
880L to 960L
900L to 1010L
960L to 1110L
920L to 1120L
220L to 500L
450L to 620L
550L to 790L
770L to 910L
860L to 980L
950L to 1040L
1000L to 1090L
1040L to 1160L
1080L to 1230L
1110L to 1310L
1070L to 1220L
1210L to 1360L
Notice that there is considerable overlap between the grades. This is typical of
student reading levels and texts published for each grade. In addition, the level of
support provided during reading and reader motivation have an impact on the
reading experience. Students who are interested in reading about a specific topic
(and are therefore motivated) often are able to read text at a higher level than would
be forecasted by the reader's Lexile measure. Although a student may be an
excellent reader, it is incorrect to assume that he or she will comprehend text
typically found at (and intended for) a higher grade level. A high Lexile measure for a
student in one grade indicates that the student can read grade-level-appropriate
materials at a very high comprehension rate. The student may not have the
background knowledge or maturity to understand material written for an older
audience. It is always necessary to preview materials prior to selecting them for a
student. It is important to note that the Lexile measure of a book refers to its text
difficulty only. A Lexile measure does not address the content or quality of the book.
Lexile measures are based on two well-established predictors of how difficult a text
is to comprehend: word frequency and sentence length. Many other factors affect the
relationship between a reader and a book, including its content, the age and interests
of the reader, and the design of the actual book. The Lexile measure is a good starting
point in your book-selection process, but you should always consider these other
factors when making a decision about which book to choose. The real power of
The Lexile Framework is in matching readers to text-no matter where the reader is
in the development of his or her reading skills-and in examining reader growth.
When teachers know Lexile reader measures and Lexile text measures, they can
match their students with the texts that will maximize learning and growth.
7
Reading Intervention Plan Overview
Skills to be applied with Reading Level texts (Novels)
Overview
The following document should be used to structure reading intervention by teaching struggling readers
how to think about their thinking while they read. This document includes 11 skills/lessons with a rubric to
assess each skill. Students should be taught how to read the rubric so that they can monitor their own
growth as a reader.
Tracking
Depending on student data (TAKD or NWEA) the teacher will choose a novel that meets the classes Lexile
level. Students will be assessed on lesson objectives using a 4-point rubric. Teacher and students will
monitor student progress for each object with the rubric. At the end of a 3-4 week intervention cycle the
teacher can review the students progress to determine if they are ready to move up a Lexile level.
Skill and Rational
Metacognition
(Developing the inner
voice while reading).
Lesson 1
Assessments and Lesson Objectives
SWBAT define “metacognition.”
SWBAT listen to the “voice in their head” as they read.
SWBAT “code the text” using sticky notes to remember their thoughts.
Metacognition= thinking about your thinking while you’re reading.
As students read their independent reading book, they will record their thoughts
on sticky notes (don’t write in the book!). They should be prepared to share their
brilliant ideas at the end of class.
They should use this rubric to rate themselves and the teacher should also give a
rating for the child.
Reacting to the text
(Students need to
understand that great
readers are constantly
have a conversation in
their head about what
they are reading)
Lesson 2
1
2
3
4
I did not begin
reading right away. I
made noises that
distracted my
classmates. I had
trouble staying
focused and read
less than half the
time.
I did not begin
reading right away,
and had some
trouble staying
silent. I was
focused on my
book for about half
the time.
I began reading
right away, but had
a little trouble
staying focused. I
read for most of
the time (about
80%).
I began reading right
away, and was silent
so that my
classmates and I
could focus. I kept
my eyes on my book
and read for the
entire time.
SWBAT recognize positive and negative reactions to a text as they read.
SWBAT record their thoughts and reactions in reader response journals.
Great readers read ACTIVELY! (They think about their thinking while they
read). This is like having a conversation in your head. This conversation helps us
to get more meaning out of the books we read, and it also shows us that we are
comprehending the text.
8
Great readers often REACT to the texts the read. Reactions can be
POSITIVE ( + ) or NEGATIVE ( - ).
Teachers can grade students positive and negative reactions to the text using
the following rubric.
Recognizing
Confusion
(Students don’t
always understand
that comprehension
breaks down for all
readers (even great
readers) we need to
teach them how to
recognize this break
down and how to
address it)
Lesson 3
Asking questions
(This is a continuation
to reacting to the text.
Students need to
understand that great
readers are always
asking questions so
that they don’t get
confused)
Lesson 4
1
2
3
4
Made an attempt
at reacting but it
was not connected
to the text.
Made a positive or
negative reaction.
No comment about
the text connecting
it to the reaction.
Made a positive or
negative reaction to
the text and
commented on a
general part of the
text without
explaining the
reaction.
Made a positive or
negative reaction to
the text by
commenting on a
specific event or
piece of information
in the text. The
reaction was clearly
explained in the
comment.
SWBAT identify cues that signal their understanding is breaking down.
SWBAT describe and employ at least 2 strategies they can use when they get stuck.
Not-so-great readers don’t know that they are confused and just keep going.
One strategy we can use is to re-read the text. Another strategy is to slow down
and ask questions!
1
2
3
4
Did not recognize
confusion just
stated a fix-it
strategy “I reread”
or “I read slower.”
Recognized
confusion and chose
a fix-it strategy.
Made an attempt at
explaining how it
helped them.
Recognized
confusion and chose
a fix-it strategy and
explained how it
helped them better
understand the text.
Recognized
confusion and chose
a fix-it strategy and
explained how the
strategy helped
them to better
understand the
confusing text.
Explained the
meaning of the
confusing text.
SWBAT explain why good readers are always asking questions (even when they
aren’t confused!)
Great readers are constantly asking questions. Seriously- ALL THE TIME.
Questions help us to interact with the text- they do not always mean that we are
confused. Do explain that questions can sometimes indicate that we are confused,
though.
Some common question starters are who, what, where, when, why, and how.
9
Using questions to
figure out why
understanding is
breaking down.
(Student’s don’t
realize that questions
don’t = confusion all
the time. We need to
teach them the
difference between
confusion and digging
deeper for meaning)
Lesson 5
Activating schema
(Students often see
reading as a laborious
task (something to
just get done). When
they start a book they
often start reading
without thinking
about the title, the
pictures on the front,
what they already
1
2
3
Asked mostly “who
is this” and “what
does this word
mean?” did not
make connections
to the answers later
in the text.
Asked mostly who
and what questions
and made
connections to the
answers found later
in the text.
Asked many
questions beyond
the who and what
and made
connections to the
answers found later
in the text.
4
Asked a variety of
questions and
referenced back to
them once they
found the answer
later in the text.
Even tried to
answer questions
(make predictions
/inferences) about
the answers.
SWBAT differentiate questions that indicate, “I’m thinking,” and questions that
indicate, “I’m confused.”
SWBAT identify why their understanding is breaking down.
Great readers are constantly asking questions. Questions are one way that we
interact with the text. They also help us to deepen our understanding of the text.
But some questions are red flags. Questions about who a character is or where an
event is occurring might be clues that you’re getting confused.
1
2
3
4
Asked a general
question. “Who is
this?” “I don’t get
this.”
Asked a question
about a specific
part of the text
beyond “who” or
“what.”
Asked a question
about a specific part
of the text. Stated
whether the
question showed
confusion or trying
to gain a deeper
understanding of the
text.
Asked a question
about a specific part
of the text. Stated
whether the
question showed
confusion or trying
to gain a deeper
understanding of the
text. Explained their
strategy or purpose
for reading after the
question was asked.
SWBAT define “schema.”
SWBAT activate prior knowledge before they read a text.
Good readers activate their schema. Some teachers might call this activating prior
knowledge. It means: you use things you already know to help you understand a
new text.
10
know. We need to
teach them how to
activate the
knowledge they
already have so that
they can use this
when them become
confused later in the
text)
1
2
3
4
Made comments
about the title did
not make
connections to prior
knowledge.
Made general
connections from
the title of the text
to their prior
knowledge.
Connected ideas in
the text’s title to
prior knowledge.
Tried to explain
how their
knowledge would
help them if they
got confused
Connected specific
ideas in the text’s
title to specific prior
knowledge.
Explained how their
prior knowledge
about these ideas
would help them if
they got confused
while they read.
Lesson 6
Text to Self
Connections
SWBAT describe at least one text-to-self connection they made while reading.
SWBAT explain how their connection increased their understanding of the text.
Lesson 7
Text to self connections—connecting something that you read to your own life in
a way that helps you better understand the text.
Whenever we share our connections, we’re going to use the following format:
The text says… This reminds me of…This helps me understand.
1
2
3
4
I do not make a this
kind of connection
to the text
I explain something
that happens in the
text. I connect that
text to my own life. I
do not adequately
explain how the
connection affected my
understanding of the
text.
I explain something
that happens in the
text. I connect that
text to my own life. I
explain what that
connection helped me
understand.
I explain something
that happens in the
text. I connect that
text to my own life. I
clearly and concisely
explain how this
connection affected
my perspective on the
text.
Text to Text
Connections
SWBAT make at least one text-to-text connection and explain how it deepens their
understanding of the text.
Lesson 8
Text to Text connections: When we connect what we’re reading now to
something we’ve read or watched before.
Someone writes the words in movies, plays, and songs—these are all texts.
1
2
3
4
I do not make a this
kind of connection
to the text
I explain something
that happens in the
text. I connect that
text to another text. I
do not adequately
explain how the
connection affected my
understanding of the
text.
I explain something
that happens in the
text. I connect that
text to another text.
I explain what that
connection helped me
understand.
I explain something
that happens in the
text. I connect that
text to another text.
I clearly and
concisely explain how
this connection
affected my
perspective on the
text.
11
Text to World
Connections
SWBAT demonstrate their ability to make meaningful connections and activate
schema on an assessment.
Lesson 9
Text-to-world connections are: when we use specific knowledge about the topic or
general world knowledge.
As with the other types of schema we’ve been talking about, text-to-world
connections always deepen our understanding of the text.
Visualize
Lesson 10
1
2
3
4
I do not make a this
kind of connection
to the text
I explain something
that happens in the
text. I connect that
text to the world. I
do not adequately
explain how the
connection affected
my understanding of
the text.
I explain something
that happens in the
text. I connect that
text to the world. I
explain what that
connection helped
me understand.
I explain something
that happens in the
text. I connect that
text to the world. I
clearly and
concisely explain
how this connection
affected my
perspective on the
text.
SWBAT define visualization.
SWBAT explain that movies are someone else’s visualization of a novel.
SWBAT create a sketch that shows they are able to visualize a scene from their lit
circles.
All good readers make movies in their minds as they read. The “official” term for
making a movie in your mind is visualization.
This just means creating a vivid mental picture of what you’re reading—using both
the actual text and your schema. (take this as an opportunity to review/reinforce
activating schema!)
Creating these mental movies helps us to better understand what we’re reading
(like activating our schema and making connections).
Summarize
Lesson 11
1
2
3
4
Creates a sketch.
Maybe copies a
picture of the title
or of the chapter
title.
Creates a sketch
that shows some
details from the
text but also
includes details
that are illogical.
Creates a sketch
that shows some
details from a text.
Creates a sketch that
shows specific details
from the text. The
sketch is a vivid
representation of the
text.
SWBAT summarize a text fiction text using the somebody wanted but so then
strategy.
Summaries include only the most important details from the story. You
12
concentrate on what is important and you leave out the minor details.
When we write summaries it is best to frame our sentences with the following
structure:
Somebody wanted _______________________ but __________________so _________________
then_______________________
1
2
3
4
Tried so summarize
the text but
included either too
many details or
missing important
information. Did not
follow “somebody
wanted but so
then.”
Summarized the
text trying to use
the “somebody
wanted but so
then” strategy.
Incomplete parts or
incorrect
information.
Summarized the
text using the
“somebody wanted
but so then”
strategy. May have
forgotten one part.
Summarized the
text using the
“somebody wanted
but so then”
strategy. Included
all parts of the
strategy.
13
TEACHER VERSION
Lesson 1
Great readers think about their thinking as they read.
Great readers write their thoughts down to remember and share with others.
OBJECTIVES: By the end of today, here’s what students will be able to do.
SWBAT define “metacognition.”
SWBAT listen to the “voice in their head” as they read.
SWBAT “code the text” using sticky notes to remember their thoughts.
CFU: At the end of today, here’s how students will show mastery.
 Exit ticket (stickies!)
MATERIALS/LOOSE ENDS: What will I need?





Mini-Lesson
Powerpoint
BFF props 
Notes
3 word journal pages per student
FIRST FIVE
Do Now:
1. What are our big goals as a class of readers for the year?
2. What is one way we are working toward those goals?
3. Pretend that I’m 5. Explain to me how I should treat a book I’ve borrowed from someone else.
CONNECTION: Today’s skill is connected to what we’ve been learning and is important to know.
Today we’re going to learn something else that great readers do.
DIRECT INSTRUCTION: Here’s how to do it…
Readers, I have someone VERY important I want you to meet today. He’s a REALLY close friend of mine.
We’ve been friends since I was about 5, and we’ll probably be friends for the rest of my life. His name is
Tucker. He lives inside my brain. [put funny hat on] Let “Tucker” introduce himself.
Explain that “Tucker” is the voice inside my head that helps me to read. Tell them they’re going to get a very
rare (ok, not-so-rare in my class) look at what Tucker tells me as I’m reading a book.
MODEL with Bud, Not Buddy.
From Chapter 1 (original text is plain, think-aloud is bold)
We were all standing in line waiting for breakfast when one of the caseworkers came in and tap-tap-taped
14
down the line. I’ve heard that before! Moms and teachers tapping their feet to let you know they’re
WAITING. Uh-oh, this meant bad news, either they'd found a foster home for somebody or somebody was
about to be paddled. Foster homes? I wonder where they are—maybe an orphanage; definitely not living
with their parents. All the kids watched the woman as she moved along the line, her high-heeled shoes
sounding like little firecrackers going off on the wooden floor.
Shoot! She stopped at me and said, "Are you Buddy Caldwell?"
I said, "It's Bud, not Buddy, ma'am." Ugh- I hate it when people mess my name up! I bet Bud hates it, too.
She put her hand on my shoulder and took me out of line. Then she pulled Jerry, one of the littler boys, over.
"Aren't you Jerry Clark?" He nodded.
"Boys, good news! Now that the school year has ended, you both have been accepted in new temporary-care
homes starting this afternoon!" Temporary care homes? I don’t know what that means. I’ll keep reading
and see if I can figure it out.
Jerry asked me the same thing I was thinking. "Together?"
She said, "why, no. Jerry, you'll be in a family with three little girls--" he’s going to live with a family? Maybe
temporary care homes are like foster homes.
Jerry looked like he'd just found out that they were going to dip him in a pot of boiling milk. Dip him in a pot
of boiling milk? I’ve never heard that expression before, but it doesn’t sound fun! I guess he doesn’t want
to go live with a bunch of girls.
"-- and Bud--" She looked at some papers she was holding. "Oh, yes, the Amos's, you'll be with Mr. and Mrs.
Amos and their son, who's twelve years old, that makes him just two years older than you, doesn't it, Bud?"
"Yes, ma'am."
She said, "I'm sure you'll both be very happy." This woman doesn’t seem to have a clue what the kids are
really thinking! Adults are like that sometimes.
Me and Jerry looked at each other. But Bud and Jerry seem to be on the same page. I bet they end of being
really close friends.
Word study: metacognition. Description: Being aware of and thinking about what and how you’re thinking.
Discuss the importance of metacognition with students—being aware of our thinking helps us to become
stronger readers.
(7)
GUIDED INSTRUCTION: Now let’s try an example together…
Tell students they ALSO have a “voice in their heads” and they can name him/her if they would like.
15
Continue reading from Bud, Not Buddy, and have students use the comment signal to share their own
thoughts about the text. Accept all reasonable, related responses.
From Bud, Not Buddy
The woman said "Now, now, boys, no need to look so glum. I know you don't know what it means,
but there is a depression going on all over this country. People can't find jobs and these are very, very
difficult times for everybody. We've been lucky enough to find two wonderful families to open their
doors for you. I think it's best that we show our new foster families that we're very--"
She dragged out the word very, waiting for us to finish the sentence.
Jerry said, "Cheerful, helpful and grateful." I moved my lips and mumbled.
She smiled and said, "Unfortunately you won't have time for breakfast. I'll have a couple of pieces of
fruit put in a bag. In the meantime got to the sleep room and strip your beds and gather all of your
things."
Here we go again. I felt that I as walking in my sleep as I followed Jerry back to the room where all of
the boys' beds were jim-jammed together. This was the third foster home I was going to and I'm used
to packing up and leaving, but it still surprises me that there are always a few seconds, right after they
tell you you've got to go, when my nose gets all runny and my throat all choky and eyes get all stingy.
But the tears coming out doesn't happen to me anymore. I don't know when it first happened, but it
seems like my eyes don't cry no more.
(8)
LINK: Here’s how you will apply the strategy independently.
As they read today, I want them to carefully listen to their NEW best friend and write down what s/he says,
like I did with Tucker.
Distribute post-it notes, explain that students can write down their thoughts about their own thinking (their
metacognition!) on them. Remind students that we don’t write in our books
*Review Reading Etiquette. 
INDEPENDENT PRACTICE: Now you will apply this strategy independently.
Students will red independently for 15 minutes. As they read, they should use post-it notes to write down
their thoughts.
Teacher will circulate, noting 1) what students are reading, 2) what page they are on, and 3) whether or not
they are using their stickies. If necessary, teacher will confer with students to ensure they are reading just
right books (students missed the day before)
(15)
SHARE: Discuss what you learned.
Share 2 thoughts you had while reading with a partner. Be prepared to share something interesting that you
heard with the whole class.
(3)
16
WORD STUDY: Building our vocabulary.
New terms:
Margins- the edge of the paper, the part not usually written or printed on
Clarify- to get rid of confusion, to make it so someone can understand
(5)
CLOSING: Review the key ideas from today’s lesson.
Million $ Question!
1. Share one brilliant insight you received from your BFF today.
2. In your own words, describe the meaning of the word essential.
3. What can great readers learn from Goldilocks?
As an exit ticket, students should turn in the most brilliant thought they had while reading and a brief
explanation of what was happening in the text (so it will make sense to me!).
(5)
LIFEWORK: What will we do tonight?
Read independently for 30 mins & get log signed.
Complete the “gossip” homework assignment.
DIFFERENTIATION: How will you meet the learning profiles and interests of all learners?
*Think-aloud offers insight for struggling readers.
*Transparency helps visual learners (since everything else is oral).
*Independent reading books are at students’ independent level.
*Theatrical element of becoming Tucker may engage reluctant learners.
*Active reading strategy (coding).
17
STUDENT VERSION
Lesson 1
Great readers think about their thinking as they read.
Great readers write their thoughts down to remember and share with others.
Do Now: What should I do as soon as I walk in the room?
1. What are our big goals as a class of readers for the year?
2. What is one way we are working toward those goals?
3. Pretend that I’m 5. Explain to me how I should treat a book I’ve borrowed from someone else.
CONNECTION: Today’s skill is connected to what we’ve been learning and is important to know.
We’ve set goals for ourselves and chosen challenging books; so what else do all great readers do?
DIRECT INSTRUCTION: I’ll show you how to do it
All great readers ___________________ about their _________________ while they read.
I’ll show you. Follow along as I read the following excerpt from Bud, Not Buddy by Christopher Paul
Curtis.
We were all standing in line waiting for breakfast when one of the caseworkers came in and taptap-taped down the line. Uh-oh, this meant bad news, either they'd found a foster home for
somebody or somebody was about to be paddled.
All the kids watched the woman as she moved along the line, her high-heeled shoes sounding
like little firecrackers going off on the wooden floor.
Shoot! She stopped at me and said, "Are you Buddy Caldwell?"
I said, "It's Bud, not Buddy, ma'am."
She put her hand on my shoulder and took me out of line. Then she pulled Jerry, one of the
littler boys, over. "Aren't you Jerry Clark?" He nodded.
"Boys, good news! Now that the school year has ended, you both have been accepted in new
temporary-care homes starting this afternoon!"
Jerry asked me the same thing I was thinking. "Together?"
She said, "why, no. Jerry, you'll be in a family with three little girls--"
18
Jerry looked like he'd just found out that they were going to dip him in a pot of boiling milk.
"-- and Bud--" She looked at some papers she was holding. "Oh, yes, the Amos's, you'll be with
Mr. and Mrs. Amos and their son, who's twelve years old, that makes him just two years older
than you, doesn't it, Bud?"
"Yes, ma'am."
She said, "I'm sure you'll both be very happy."
Me and Jerry looked at each other.
GUIDED PRACTICE: Let’s try one together:
The woman said "Now, now, boys, no need to look so glum. I know you don't know what it
means, but there is a depression going on all over this country. People can't find jobs and these
are very, very difficult times for everybody. We've been lucky enough to find two wonderful
families to open their doors for you. I think it's best that we show our new foster families that
we're very--"
She dragged out the word very, waiting for us to finish the sentence.
Jerry said, "Cheerful, helpful and grateful." I moved my lips and mumbled.
She smiled and said, "Unfortunately you won't have time for breakfast. I'll have a couple of
pieces of fruit put in a bag. In the meantime got to the sleep room and strip your beds and
gather all of your things."
Here we go again. I felt that I as walking in my sleep as I followed Jerry back to the room where
all of the boys' beds were jim-jammed together. This was the third foster home I was going to
and I'm used to packing up and leaving, but it still surprises me that there are always a few
seconds, right after they tell you you've got to go, when my nose gets all runny and my throat all
choky and eyes get all stingy. But the tears coming out doesn't happen to me anymore. I don't
know when it first happened, but it seems like my eyes don't cry no more.
INDEPENDENT PRACTICE: Here’s how you will apply this independently.
As you read your independent reading book, record your thoughts on sticky notes (don’t write in
the book!). Be prepared to share your brilliant ideas at the end of class.
1
2
3
4
I did not begin reading
right away. I made noises
that distracted my
classmates. I had trouble
staying focused and read
less than half the time.
I did not begin reading
right away, and had some
trouble staying silent. I
was focused on my book
for about half the time.
I began reading right
away, but had a little
trouble staying focused. I
read for most of the time
(about 80%).
I began reading right
away, and was silent so
that my classmates and I
could focus. I kept my
eyes on my book and
read for the entire time.
19
Exit Ticket: Metacognition
1. In your own words, what is metacognition?
2. Write down the most brilliant thought you had during independent reading today.
20
My BFF- The Voice in my Head
First things first—What are you reading?
Title: __________________________________
Author: _________________
Now for the gossip . . .
Sentence I read:
What I heard from my BFF:
Sentence I read:
What I heard from my BFF:
Sentence I read:
What I heard from my BFF:
Has your BFF improved your understanding? If so, how? If not, what’s giving you a hard
time?
***Bonus: How can metacognition help you to clarify your reading?
21
TEACHER VERSION
Lesson 2
Great readers react to the text.
Great readers share their brilliant ideas with other readers.
OBJECTIVES: By the end of today, here’s what students will be able to do.
SWBAT recognize positive and negative reactions to a text as they read.
SWBAT record their thoughts and reactions in reader response journals.
CFU: At the end of today, here’s how students will show mastery.
 Exit ticket
MATERIALS/LOOSE ENDS: What will I need?
 Mini-Lesson
 Text
 Notebook section for reader responses
FIRST FIVE
[Guide students through warm-up steps 1 – 5.]
Do Now:
1. Name one thing that all great readers do.
2. Use the word “clarify” in a sentence.
3. In your own words, what is metacognition?
*Remind students that their descriptions of these vocabulary words should be in the “word journal” section of
their binder.
CONNECTION: Today’s skill is connected to what we’ve been learning and is important to know.
Yesterday, you met my BFF and we began talking about metacognition. We’re going to continue discussing
active reading strategies today.
DIRECT INSTRUCTION: Here’s how to do it…
Great readers are always reading actively. That means we are constantly having a conversation (in our heads,
not out loud!) with our BFF and the book. This conversation helps us to get more meaning out of the books
we read, and it also shows us that we are comprehending the text.
Because we’re so involved, we’re going to react to what we’re reading. When you laugh at something funny
or cry because something is sad, you are reacting to a text (even if that text is a movie!). We’ve all done thisit’s something that people do naturally!
Let’s look back together at a passage from Esperanza Rising.
22
“Where’s Papa?” she cried.
Miguel hung his head. Alfonso didn’t say a word but the tears running down his round cheeks
confirmed the worst.
Mama fainted.
Abuelita and Hortensia ran to her side.
Esperanza felt her heart drop. A noise came from her mouth and slowly, her first breath of
grief grew into a tormented cry. She fell to her knees and sank into a dark hole of despair and
disbelief.
Model my reaction to this brief passage. I can’t imagine what it must feel like to realize that your father is
dead, gone. Her whole life and world will change. That seems so unfair. Model coding the text with a “-“ to
indicate a negative reaction. Ask students if they reacted to this part of the text when they read it the first
time?
GUIDED INSTRUCTION: Now let’s try an example together…
Now let’s try one together. We’re going to look at another passage from Esperanza Rising together. Use the
“comment” signal when you have a reaction that you would like to share.
“Ramona,” said the lawyer. “Your husband, Sixto Ortega, left this house and all of its contents to you
and your daughter. You will also receive the yearly income from the grapes. As you know, it is not
customary to leave land to women and since Luis was the banker on the loan, Sixto left the land to
him.”
“Which makes things rather awkward,” said Tio Luis. “I am the bank president and would like to live
accordingly. Now that I own this beautiful land, I would like to purchase the house from you for this
amount.” He handed Mama a piece of paper.
Mama looked at it and said, “This is hour home. My husband meant for us to live here. And the house .
. . it is worth twenty times this much! So no, I will not sell. Besides, where would we live?”
“I predicted that you would say no, Ramona,” said Tio Luis. “And I Have a solution to your living
arrangements. A proposal actually. One of marriage.”
Who is he talking about? Thought Esperanza. Who would marry him?
Have students share reactions.
(7)
LINK: Here’s how you will apply the strategy independently.
You don’t need me to tell you what you’re thinking and feeling about a text! As you read the following
passage, feel free to code the text on the page. With your independent reading book, you should use sticky
notes.
INDEPENDENT PRACTICE: Now you will apply this strategy independently.
Now, I’m going to give you another excerpt from Esperanza Rising to read independently. As you read,
please code your positive and negative reactions. When you are done, you should take out your
independent reading books.
23
“Luis, I have considered your proposal and in the interest of the servants and Esperanza, I will marry you in
due time. But you must begin replanting and rebuilding everything immediately, as the servants need their
jobs.
Esperanza was quiet and stared at the dirt, hiding the smirk on her face.
Tio Luis could not contain his grin. He sat up straighter. “I knew you would come to your senses, Ramona.
I will announce the engagement at once.”
Mama nodded, almost bowing. “One more thing,” she said. “We will need a wagon to visit Abuelita. She is
at the convent in La Purisima. I must see to her every few weeks.”
“I will send one over this afternoon,” said Tio Luis, smiling. “A new one. And those clothes, Ramona! They
are not fitting for a woman of yoru stature, and Esperanza looks like a waif. I will send a dressmaker next
week with new fabrics.”
In the nicest way possible, Esperanza looked up and said, “Thank you, Tio Luis. I am happy that you will be
taking care of us.
“Yes, of course,” he said, not even glancing at her.
Esperanza smiled at him, anyway, because she knew she would never spend a night in the same house with
him and he would never be her stepfather. She almost wished she would be able to see his face when he
realized that they had escaped. He wouldn’t be grinning like a proud rooster then.
(15)
SHARE: Discuss what you learned.
CLOSING: Review the key ideas from today’s lesson.
Million dollar question!
1. Share a reaction that you had while reading your independent reading book.
2. In your own words, define the word “clarify.”
3. Complete the following analogy (what is the relationship?) triangle: 3 :: square: four
(5)
HOMEWORK: What will we do tonight?
Analogies practice + vocabulary review
DIFFERENTIATION: How will you meet the learning profiles and interests of all learners?
24
STUDENT VERSION
Lesson 2
Great readers react to the text.
Great readers share their brilliant ideas with other readers.
Do Now: What should I do as soon as I walk in the room?
1. Name one thing that all great readers do.
2. Use the word “clarify” in a sentence.
3. In your own words, what is metacognition?
CONNECTION: Today’s skill is connected to what we’ve been learning and is important to know.
Yesterday, we learned about our BFF- the voice in our head that helps us read. Today, we’ll be
learning about a specific conversation we might have with that BFF.
DIRECT INSTRUCTION: I’ll show you how to do it
Great readers read ________________________ (they ____________ about their _____________ !)
This helps us to create ___________________ while we read.
It also signals that we are _____________________ the _________________.
Great readers often __________________ to the texts the read.
Reactions can be ___________________ ( _____ ) or ___________________ ( _____ ).
Let’s look back together at a passage from Esperanza Rising
“Where’s Papa?” she cried.
Miguel hung his head. Alfonso didn’t say a word but the tears running down his
round cheeks confirmed the worst.
Mama fainted.
Abuelita and Hortensia ran to her side.
Esperanza felt her heart drop. A noise came from her mouth and slowly, her first
breath of grief grew into a tormented cry. She fell to her knees and sank into a dark
hole of despair and disbelief.
GUIDED PRACTICE: Let’s try one together:
“Ramona,” said the lawyer. “Your husband, Sixto Ortega, left this house and all
25
of its contents to you and your daughter. You will also receive the yearly income
from the grapes. As you know, it is not customary to leave land to women and since
Luis was the banker on the loan, Sixto left the land to him.”
“Which makes things rather awkward,” said Tio Luis. “I am the bank president
and would like to live accordingly. Now that I own this beautiful land, I would like to
purchase the house from you for this amount.” He handed Mama a piece of paper.
Mama looked at it and said, “This is hour home. My husband meant for us to
live here. And the house . . . it is worth twenty times this much! So no, I will not sell.
Besides, where would we live?”
“I predicted that you would say no, Ramona,” said Tio Luis. “And I Have a
solution to your living arrangements. A proposal actually. One of marriage.”—pp.
30-31
INDEPENDENT PRACTICE: Here’s how you will apply this independently.
“Luis, I have considered your proposal and in the interest of the servants and
Esperanza, I will marry you in due time. But you must begin replanting and
rebuilding everything immediately, as the servants need their jobs.
Esperanza was quiet and stared at the dirt, hiding the smirk on her face.
Tio Luis could not contain his grin. He sat up straighter. “I knew you would
come to your senses, Ramona. I will announce the engagement at once.”
Mama nodded, almost bowing. “One more thing,” she said. “We will need a
wagon to visit Abuelita. She is at the convent in La Purisima. I must see to her every
few weeks.”
“I will send one over this afternoon,” said Tio Luis, smiling. “A new one. And
those clothes, Ramona! They are not fitting for a woman of yoru stature, and
Esperanza looks like a waif. I will send a dressmaker next week with new fabrics.”
In the nicest way possible, Esperanza looked up and said, “Thank you, Tio Luis. I
am happy that you will be taking care of us.
“Yes, of course,” he said, not even glancing at her.
Esperanza smiled at him, anyway, because she knew she would never spend a
night in the same house with him and he would never be her stepfather. She almost
wished she would be able to see his face when he realized that they had escaped.
He wouldn’t be grinning like a proud rooster then.
26
Exit Ticket: Positive and Negative Reactions
1. Write down your best reaction from today’s classwork.
Rate yourself! How did you do with your independent reading today?
1
2
3
I did not begin reading
right away. I made
noises that distracted
my classmates. I had
trouble staying
focused and read less
than half the time.
I did not begin
reading right away,
and had some trouble
staying silent. I was
focused on my book
for about half the
time.
I began reading right
away, but had a little
trouble staying
focused. I read for
most of the time
(about 80%).
4
I began reading right
away, and was silent
so that my classmates
and I could focus. I
kept my eyes on my
book and read for the
entire time.
Exit Ticket: Positive and Negative Reactions
1. Write down your best reaction from today’s classwork.
Rate yourself! How did you do with your independent reading today?
1
2
3
I did not begin reading
right away. I made
noises that distracted
my classmates. I had
trouble staying
focused and read less
than half the time.
I did not begin
reading right away,
and had some trouble
staying silent. I was
focused on my book
for about half the
time.
I began reading right
away, but had a little
trouble staying
focused. I read for
most of the time
(about 80%).
4
I began reading right
away, and was silent
so that my classmates
and I could focus. I
kept my eyes on my
book and read for the
entire time.
27
TEACHER VERSION
Lesson 3
Good readers slow down and re-read when they hear their inner voice say, “HUH?”
OBJECTIVES: By the end of today, here’s what students will be able to do.
SWBAT identify cues that signal their understanding is breaking down.
SWBAT describe and employ at least 2 strategies they can use when they get stuck.
CFU: At the end of today, here’s how students will show mastery.
 Exit ticket
MATERIALS/LOOSE ENDS: What will I need?




Mini-Lesson
Text
Power point
Reading Alarms & Fix-it strategies poster (incomplete & covered)
FIRST FIVE
CONNECTION: Today’s skill is connected to what we’ve been learning and is important to know.
We’ve spent the last 2 days of class talking about our “BFF” and how s/he can help us better understand
the books we’re reading. Today, we’ll talk about another important conversations that all great readers
have with their inner voice.
DIRECT INSTRUCTION: Here’s how to do it…
True or False? Great readers never get confused while they’re reading. Answer: FALSE
Lots of people think that being a great reader means you always understand everything that you read the first
time, and never feel confused when they read. That’s not true! Great readers push themselves to read
challenging texts, and that means that we sometimes get confused!
What’s the difference between a great reader and a not-so-great reader? Great readers recognize when they
are confused and use strategies to fix it!
Not-so-great readers don’t know that they are confused and just keep going.
One strategy we can use is to re-read the text.
Another strategy is to slow down!
Model this process for students using the following passage. Model connections, reactions, etc., before going
into flat affect. Point out to kids that I am no longer actively reading—I’m just reciting words on the page.
28
From The Mixed-Up Files of Mrs. Basil E. Frankwiler
"I've decided to run away from home, and I've chosen you to accompany me."
"Why pick on me? Why not pick on Steve?" he asked. + reaction haha- she’s acting like
it’s an honor, and he’s so annoyed!
Claudia sighed, "I don't want Steve. Steve is one of the things in my life that I'm running
away from. I want you." Why is she running away from Steve?
Begin flat affect here- this paragraph is kind of weird. Despite himself, Jamie felt
flattered. (Flattery is as important a machine as the lever, isn't it, Saxonberg? Give it a proper
place to rest, and it can move the world.) It moved Jamie. He stopped thinking, "Why pick on
me?" and started thinking, "I am chosen." He sat up in his seat, unzipped his jacket, put one
foot up on the seat, placed his hands over his bent knee and said out of the corner of his
mouth, "O.K., Claude, when do we bust out of here? And how?" Point out the “flat affect” to
students—show them that I stopped having a conversation with my BFF & the text. That’s
how I know I’m confused. Re-read it, slowly, asking deliberate questions like “Who is
Saxonberg?” Notice that Jamie is changing his mind. Act out his actions to visually
demonstrate that I am beginning to understand what I am reading.
Claudia stifled the urge to correct his grammar again. "On Wednesday. Here's the plan.
Listen carefully."
Jamie squinted his eyes and said, "Make it complicated, Claude. I like complications."
(7)
GUIDED INSTRUCTION: Now let’s try an example together…
Let’s continue reading together—as we read, we’re going to stop frequently to make sure that we’re
still having a conversation with our inner voice. When you have thoughts or reactions, use a
comment signal so that you can share with the class. Read slowly, allowing students time to share
thoughts.
Claudia laughed. "It's got to be simple to work. We'll go on Wednesday because
Wednesday is music lesson day. I'm taking my violin out of its case and am packing it full of
clothes. You do the same with your trumpet case. Take as much clean underwear as possible
and socks and at least one other shirt with you."
"All in a trumpet case? I should have taken up the bass fiddle."
"You can use some of the room in my case. Also use your book bag. Take your transistor
radio."
"Can I wear sneakers?" Jamie asked.
Claudia answered, "Of course. Wearing shoes all the time is one of the tyrannies you'll
escape by coming with me."
Jamie smiled, and Claudia knew that now was the correct time to ask. She almost
managed to sound casual. "And bring all your money." She cleared her throat. "By the way,
how much money do you have?"
(8)
LINK: Here’s how you will apply the strategy independently.
As you’re reading, you should be thinking about what you’re reading and what thoughts you’re having. It’s
29
not enough to just read words on the page- you should interact with them! And if you’re never getting
confused, we might need to find a more challenging book for you!
INDEPENDENT PRACTICE: Now you will apply this strategy independently.
Students will read their independent reading books. As they read, they will be using stickies to
write down thoughts about their reading. They will also be recording specific places where they
are getting confused, and how they are fixing it.
Teacher will circulate, making sure that all students are reading actively and conferring with
students as necessary.
(20)
SHARE: Discuss what you learned.
Whole class: Who recognized that they were confused during independent reading today? How did you fix it?
(5)
WORD STUDY: Building our vocabulary.
POP QUIZ! (with built-in exit ticket)
CLOSING: Review the key ideas from today’s lesson.
M$Q:
1. True or false: great readers never get confused while reading.
2. What is one strategy that great readers can use when they get confused?
3. Tell me about a positive reaction you had during independent reading today.
(5)
LIFEWORK: What will we do tonight?
30 mins of independent reading + “HUH?” homework assignment.
DIFFERENTIATION: How will you meet the learning profiles and interests of all learners?
Independent reading books are differentiated by interest and reading level.
Active reading strategies.
30
STUDENT VERSION
Lesson 3
Good readers slow down and re-read when they hear their inner voice say, “HUH?”
Do Now: What should I do as soon as I walk in the room?
CONNECTION: Today’s skill is connected to what we’ve been learning and is important to know.
Today, we’ll talk about another important conversation that all great readers have with their inner
voice.
DIRECT INSTRUCTION: I’ll show you how to do it
What’s the difference between a great reader and a not-so-great reader? Great readers
___________________ when they are ___________________ and use strategies to ________
Not-so-great readers _____________
___________
______!
___________ that they are _________________ and just
________________.
One strategy we can use is to ______________________ the ____________________.
Another strategy is to _________________ __________________!
From The Mixed-Up Files of Mrs. Basil E. Frankwiler
"I've decided to run away from home, and I've chosen you to accompany me."
"Why pick on me? Why not pick on Steve?" he asked.
Claudia sighed, "I don't want Steve. Steve is one of the things in my life that I'm
running away from. I want you."
Despite himself, Jamie felt flattered. (Flattery is as important a machine as the lever,
isn't it, Saxonberg? Give it a proper place to rest, and it can move the world.) It moved
Jamie. He stopped thinking, "Why pick on me?" and started thinking, "I am chosen." He
sat up in his seat, unzipped his jacket, put one foot up on the seat, placed his hands over
his bent knee and said out of the corner of his mouth, "O.K., Claude, when do we bust
out of here? And how?"
Claudia stifled the urge to correct his grammar again. "On Wednesday. Here's the
plan. Listen carefully."
Jamie squinted his eyes and said, "Make it complicated, Claude. I like complications."
31
GUIDED PRACTICE: Let’s try one together:
Claudia laughed. "It's got to be simple to work. We'll go on Wednesday because
Wednesday is music lesson day. I'm taking my violin out of its case and am packing it full
of clothes. You do the same with your trumpet case. Take as much clean underwear as
possible and socks and at least one other shirt with you."
"All in a trumpet case? I should have taken up the bass fiddle."
"You can use some of the room in my case. Also use your book bag. Take your
transistor radio."
"Can I wear sneakers?" Jamie asked.
Claudia answered, "Of course. Wearing shoes all the time is one of the tyrannies
you'll escape by coming with me."
Jamie smiled, and Claudia knew that now was the correct time to ask. She almost
managed to sound casual. "And bring all your money." She cleared her throat. "By the
way, how much money do you have?"
INDEPENDENT PRACTICE: Here’s how you will apply this independently.
Read your independent reading book (if it’s really at your just-right level, and you’re paying close
attention, you should hear your inner voice say, “HUH?” at least once today!
Write down the sentence (or sentences) that confused you, and what you did to fix it!
Confusing sentence: ______________________________________________________________
______________________________________________________________________________
How I fixed it: ___________________________________________________________________
_______________________________________________________________________________
Confusing sentence: ______________________________________________________________
______________________________________________________________________________
How I fixed it: ___________________________________________________________________
_______________________________________________________________________________
Confusing sentence: ______________________________________________________________
______________________________________________________________________________
How I fixed it: ___________________________________________________________________
_______________________________________________________________________________
32
Pop Quiz! Vocabulary Challenge #1
1. In your own words, what does metacognition mean?
2. Use the word clarify in a sentences that shows your understanding of the word.
3. Use the word margins in a sentence that shows your understanding of the word.
4. In your own words, what does essential mean?
**Extra Credit** How do you think you did? If each question is worth 20 points, predict your score.
+2 points (extra credit) if you’re within 5 points of your actual score!
20
Uh-oh . . .
40
Still not good
60
Not there yet
80
100
You hit our goal! Reading Rockstar
**Extra Credit** Finish the following sentence:
The first extra credit was an exercise in _____________________. (+3 points)
33
Homework: HUH?
Today we learned that the great readers recognize when their understanding starts to
break down. They stop and use strategies (like slowing down and re-reading) to fix the
problem.
As you read tonight, pay close attention to your inner voice. Write down places where
you found yourself getting confused, and what you did to fix it.
1. Confusing sentence:
How I fixed it:
What it means:
2. Confusing sentence:
How I fixed it:
What it means:
3. Confusing sentence:
How I fixed it:
What it means:
34
TEACHER VERSION
Lesson 4
Great readers are always asking questions.
OBJECTIVES: By the end of today, here’s what students will be able to do.
SWBAT explain why good readers are always asking questions (even when they aren’t confused!)
SWBAT code for positive and negative reactions to a text.
CFU: At the end of today, here’s how students will show mastery.
 Exit ticket
MATERIALS/LOOSE ENDS: What will I need?






Mini-Lesson
Text
Who/what/where/when/why/how poster
Dice
Students’ names on popsicle sticks
4 word journal pages per student
FIRST FIVE
[Guide students through warm-up steps 1 – 5.]
Do Now:
1. True or false: Great readers never get confused.
2. What is one strategy that you can use when you get confused?
3. What is a positive reaction?
CONNECTION: Today’s skill is connected to what we’ve been learning and is important to know.
We’re learning something else that all great readers do!
DIRECT INSTRUCTION: Here’s how to do it…
Opener: True or false. We only ask questions when we don’t understand something. Answer: FALSE.
Great readers are constantly asking questions. Seriously- ALL THE TIME.
Questions help us to interact with the text- they do not always mean that we are confused. Do explain that
questions can sometimes indicate that we are confused, though.
Some common question starters are who, what, where, when, why, and how.
Model this with another passage from Esperanza Rising.
35
“When I get to California, I’m going to work for the railroad,” said Miguel, looking anxiously
toward the horizon. Why would Miguel want to work for the railroad? That seems like hard
work to me. They had spread pieces of brown paper in their laps and were eating pepinos,
cucumbers sprinkled with salt and ground chiles. Is that good? Is it common in Mexico?
“I’m thirsty. Are they selling juice in the other car?” asked Experanza. Why is Esperanza
asking about juice when Miguel is talking about working for the railroad?
“I would have worked at the railroad in Mexico,” continued Miguel, as if Esperanza had not
tried to change the subject. Oh- Esperanza was trying to change the subject on purpose. I
wonder why? “But it is not easy to get a job in Mexico. You need una palanca, a lever, to get a
job at the railroads. I had no connections but your father did. Since I was a small boy, he gave
me his word that he would help me. And he would have kept his promise. He . . . he always
kept his promises to me.” Maybe Esperanza knew this conversation would lead to her father,
and that’s why she was trying to change the subject. I wonder how talking about her father
makes Esperanza feel?
At the mention of Papa, Esperanza felt that sinking feeling again. Is that sinking feeling the
same as the feeling I have when I remember something really unpleasant? She looked at
Miguel. He quickly turned his head away from her and looked hard out the window, but she
saw that his eyes were damp. She had never thought about how much her papa must have
meant to Miguel. Esperanza doesn’t seem to think about other people’s feelings too much.
Why is that? Is it because she’s always been so rich and never had to worry about anything
before?
(7)
GUIDED INSTRUCTION: Now let’s try an example together…
Now we’re going to play a little game. As we’re reading, I’ll pause every so often. Someone will roll a die
and someone else will draw a stick from the cup. The student whose name is drawn will ask a question
that begins with the question starter associated with the number rolled. (1- who, 2- what, 3- where, 4when, 5- why, 6-how). Pause at *s in the text.
From Esperanza Rising
All week, they prepared for Mama’s homecoming. Hortensia and Josefina scrubbed the
little cabin until it was almost antiseptic.* Esperanza washed all the blankets and propped
the pillows in the bed. Juan and Alfonso cushioned a chair and several crates under the shade
trees so that Mama could recline outside during the hot afternoons.*
On Saturday, as soon as Esperanza helped Mama from the truck, she wanted a quick tour
of Papa’s roses and she got weepy when she saw the blooms. Visitors came all afternoon, but
Hortensia would only let people stay a few minutes, then she shooed them away for fear
Mama wouldn’t get her rest.*
That night, Isabel showed Mama the doll and how she was taking care of it and Mama told
her that she thought Isabell and the doll belonged together.* When it was time for bed,
Esperanza carefully lay down next to Mama, hoping she wouldn’t disturb her, but Mama
moved closer and put her arms around Esperanza, and held her tightly.*
“Mama, Miguel is gone,” she whispered.
“I know, mija. Hortensia told me.”
“But Mama, it was my fault. I got angry and told him he was still a peasant and then he
left.”*
“It could not have been all your fault. I’m sure he knows you didn’t mean it. He’ll come
36
back soon.* He couldn’t be away from his family for long.”
They were quiet.
“Mama, we’ve been away from Abuelita for almost a year,” said Esperanza. *
“I know,” said Mama quietly. “It does not seem possible.”
“But I’ve saved money. We can bring her soon. Do you want to see how much?” Before
Mama could answer, Esperanza turned on the light, checking to make sure she hadn’t woken
Isabel.* She tiptoed to the closet and took out her valise. She grinned at Mama, knowing
how proud she would be of all the money orders. She opened the bag and her mouth
dropped open.* She couldn’t believe what she saw. She tipped the valise upside down and
shook it hard.
It was empty. The money orders were gone.*
(8)
LINK: Here’s how you will apply the strategy independently.
As you read independently today, continue to practice listening to your “inner voice” and write down any
questions that you find yourself asking. Continue writing down other thoughts (like your reactions) as well.
INDEPENDENT PRACTICE: Now you will apply this strategy independently.
Students will read for 20 minutes & continue writing down the questions they ask.
SHARE: Discuss what you learned.
Think-pair-share: Share one question that you asked (with a little context!)
WORD STUDY: Building our vocabulary.
schema—everything you know about a topic, the way your brain organizes information (my schema for
school includes having a teacher, students, people using desks, lots of books, etc. If someone says, “I’m going
to school,” I can picture all of these things.)
plot—what happens in a story, the action or events
characters—the people or animals in a story (book, movie, etc.)
setting—when and where a story takes place.
CLOSING: Review the key ideas from today’s lesson.
1. What is metacognition & why is it important for great reading?
2. What is one strategy great readers use?
3. Why is it important to read?
LIFEWORK: What will we do tonight?
Peanut Allergies reading with questions (non-fiction!)
DIFFERENTIATION: How will you meet the learning profiles and interests of all learners?
Independent reading books are differentiated by interest and reading level.
Active reading strategies.
Game to engage reluctant learners.
37
STUDENT VERSION
Lesson 4
Great readers are always asking questions.
Do Now: What should I do as soon as I walk in the room?
1. True or false: Great readers never get confused.
2. What is one strategy that you can use when you get confused?
3. What is a positive reaction?
CONNECTION: Today’s skill is connected to what we’ve been learning and is important to know.
We’re going to talk about something else that great readers do!
DIRECT INSTRUCTION: I’ll show you how to do it
Great readers are ____________________ asking questions. Seriously- ALL THE TIME.
Questions help us to ___________________ with the text.
They do ______________________ always mean that we are confused.
Some common question starters (can you guess ‘em?) are . . .
W____________
W____________
W____________
W____________
W____________
And . . . H____________.
From Esperanza Rising.
“When I get to California, I’m going to work for the railroad,” said Miguel, looking
anxiously toward the horizon. They had spread pieces of brown paper in their laps and
were eating pepinos, cucumbers sprinkled with salt and ground chiles.
“I’m thirsty. Are they selling juice in the other car?” asked Experanza.
“I would have worked at the railroad in Mexico,” continued Miguel, as if Esperanza
had not tried to change the subject. “But it is not easy to get a job in Mexico. You need
una palanca, a lever, to get a job at the railroads. I had no connections but your father
did. Since I was a small boy, he gave me his word that he would help me. And he would
have kept his promise. He . . . he always kept his promises to me.”
At the mention of Papa, Esperanza felt that sinking feeling again. She looked at
Miguel. He quickly turned his head away from her and looked hard out the window, but
she saw that his eyes were damp. She had never thought about how much her papa must
have meant to Miguel.
38
GUIDED PRACTICE: Let’s try one together:
All week, they prepared for Mama’s homecoming. Hortensia and Josefina scrubbed
the little cabin until it was almost antiseptic. Esperanza washed all the blankets and
propped the pillows in the bed. Juan and Alfonso cushioned a chair and several crates
under the shade trees so that Mama could recline outside during the hot afternoons.
On Saturday, as soon as Esperanza helped Mama from the truck, she wanted a quick
tour of Papa’s roses and she got weepy when she saw the blooms. Visitors came all
afternoon, but Hortensia would only let people stay a few minutes, then she shooed
them away for fear Mama wouldn’t get her rest.
That night, Isabel showed Mama the doll and how she was taking care of it and
Mama told her that she thought Isabell and the doll belonge together. When it was
time for bed, Esperanza carefully lay down next to Mama, hoping she wouldn’t disturb
her, but Mama moved closer and put her arms around Esperanza, and held her tightly.
“Mama, Miguel is gone,” she whispered.
“I know, mija. Hortensia told me.”
“But Mama, it was my fault. I got angry and told him he was still a peasant and then
he left.”
“It could not have been all your fault. I’m sure he knows you didn’t mean it. He’ll
come back soon. He couldn’t be away from his family for long.”
They were quiet.
“Mama, we’ve been away from Abuelita for almost a year,” said Esperanza.
“I know,” said Mama quietly. “It does not seem possible.”
“But I’ve saved money. We can bring her soon. Do you want to see how much?”
Before Mama could answer, Esperanza turned on the light, checking to make sure she
hadn’t woken Isabel. She tiptoed to the closet and took out her valise. She grinned at
Mama, knowing how proud she would be of all the money orders. She opened the bag
and her mouth dropped open. She couldn’t belive what she saw. She tipped the valise
upside down and shook it hard.
It was empty. The money orders were gone.
INDEPENDENT PRACTICE: Here’s how you will apply this independently.
As you read independently during class, write down the questions you find yourself asking.
39
WHY DO PEANUTS MAKE SOME PEOPLE SICK?
Many people who are allergic to peanuts or other nuts, such as
pecans or walnuts. Eating even a small amount of peanuts can
make them vomit. Vomiting is the body’s way of getting rid of
something poisonous that you’ve eaten. So, if someone is allergic
to nuts, their body reacts as if the nuts are poisonous.
Avoiding nuts
Some people are allergic to just one or two foods. Other people
are allergic to many. Avoiding certain foods, such as nuts, is not
as easy as it sounds. Many kinds of foods, including many cereals, contain small amounts
of nuts. Some people are extremely sensitive to even tiny amounts of a particular food.
The fact that a machine in a factory previously processed nuts is enough to trigger the
allergy. That is why many products say “may contain traces of nuts” on the label.
Other symptoms of food allergy
If you eat something that you are allergic to, your mouth may tingle and your lips,
tongue, and throat may swell up and go numb. It may also give you stomach ache and
diarrhea. Some people are so allergic to nuts or other food, their bodies can go into
extreme shock if they eat them. People who are likely to react like this usually carry
medicine that will help them to recover quickly.
Skin reaction
Food allergies do not affect only the digestive system. The most common sign of a food
allergy is an itchy rash. Many people who are allergic to strawberries, shellfish, and nuts
break out in a rash or in red blotches when they eat them. A food allergy can also make
it difficult for some people to breathe.
Instant reaction
Many people react very quickly to a food they are allergic to. Within minutes their skin
breaks out in a rash, or they feel sick, or their mouth swells up. If this happens, it is fairly
easy to tell what has caused the reaction. Other people take longer to react. If you are
sick three days after eating something, you may not realize the cause.
Food can affect other conditions
A food allergy may trigger eczema, an asthma attack, or other conditions, like migraines.
A migrane is a bad headache that may cause people to vomit or feel dizzy. They may see
wiggly lines or dots in front of their eyes. Different things cause migraines in different
people, but many migraine sufferers find that eating cheese, or chocolate, or a chemical
called monosodium glutamate (MSG) triggers a migraine attack.
40
Three interesting pieces of
Information from the text
Three questions I still have after
reading the text
1.
2.
3.
Why do great readers ask questions while they read?
41
TEACHER VERSION
Lesson 5
Good readers use their questions to figure out why their understanding is breaking down.
OBJECTIVES: By the end of today, here’s what students will be able to do.
SWBAT differentiate questions that indicate, “I’m thinking,” and questions that indicate, “I’m confused.”
SWBAT identify why their understanding is breaking down.
CFU: At the end of today, here’s how students will show mastery.
 Exit ticket
MATERIALS/LOOSE ENDS: What will I need?




Mini-Lesson
Text
Exit Ticket
Powerpoint
FIRST FIVE
[Guide students through warm-up steps 1 – 5.]
Do Now:
Read the following paragraph and code the text. Be prepared to share your thoughts with your classmates.

I hope you don't mind my telling you a great deal about Roberta. The more I observe her, the more I notice
all sorts of things about her. For instance, she seems oddly anxious to make other people happy. Also, she has
the power of silent sympathy. That sounds rather dull, I know, but it's not so dull as it sounds. It just means
that she is able to know that you are unhappy, and to love you extra on that account, without bothering you
by telling you all the time how sorry she is for you.
adapted from The Railway Children by E. Nesbit
CONNECTION: Today’s skill is connected to what we’ve been learning and is important to know.
Yesterday, we talked about using questions to deepen our understanding. Today, we’re going to talk
about how some questions can help us figure out why our understanding is breaking down.
DIRECT INSTRUCTION: Here’s how to do it…
Great readers are constantly asking questions. Questions are one way that we interact with the text. They
also help us to deepen our understanding of the text.
But some questions are red flags. Questions about who a character is or where an event is occurring might
be clues that you’re getting confused.
As we’re reading today, listen for other questions that sound like, “HUH?” When you realize what’s confusing
you, it’s much easier to fix it!
42
When Mary Lennox was sent to live with her uncle, everybody said she was the most ugly child
ever seen. It was true, too. She had a little thin face and a little thin body, thin light hair and a sour
face. Her hair was yellow, and her face was yellow. She had been born in India and had always been
ill in one way or another.
Her father had held a job under the English Government and had always been busy and ill
himself. Her mother had been a great beauty who cared only to go to parties and amuse herself
with happy people. She had not wanted a little girl at all. When Mary was born she handed her
over to the care of an Ayah. Huh? An Ayah? Start flat affect here- I’m lost! The child was kept out
of sight as much as possible. So when she was a sickly, fretful, ugly little baby she was kept out of
the way, and when she became a sickly, fretful, toddling thing she was kept out of the way also.
She never remembered seeing anything but the dark faces of her Ayah and the other native
servants. They always obeyed her and gave her own way in everything. By the time she was six
years old she was as mean and selfish a little pig as ever lived.
adapted from http://www.authorama.com/secret-garden-1.html
What I read (context)
When Mary was born she
handed her over to the care of
an Ayah.
My question . . .
Who or what is an Ayah?
This tells me . . .
I need to read carefully to try
and infer the meaning of this
word- or find some additional
background information.
She never remembered seeing
anything but the dark faces of
her Ayah and the other native
servants.
Who/what are native servants? I don’t understand the setting of
That doesn’t sound like
this passage.
something we’d say here- where
do they live?
They always obeyed her and
gave her own way in everything.
By the time she was six years
old she was as mean and selfish
a little pig as ever lived.
Why would they give her
everything she wanted? Of
course she’s spoiled at mean!
I’m reacting to the text and
connecting it to my own life—
those are signs that I
understand the text, and am
creating meaning.
(7)
GUIDED INSTRUCTION: Now let’s try an example together…
Read the following passage together, as a class. Pause frequently to allow for questions. Analyze to
determine if those are questions that indicate we’re thinking or questions that indicate we’re
confused.
In Thailand, Police Colonel Pongpat Chayapan was tired of his police officers breaking the law. He was
annoyed that they did not take warnings seriously. Thai police officers were littering and parking in banned
areas. They were also showing up to work late quite often. After dealing with these problems for far too
long, Chayapan found a solution: make them wear Hello Kitty armbands.
Now, any Thai officer that breaks the law will be required to wear an armband that has Hello Kitty sitting
on top of two hearts. The officers will also have to stay in the office all day long. They will not be allowed to
discuss which law they broke. Officers that break the law will also have the same penalties and fines that
43
the rest of the public has.
Chayapan said about the armbands, "Simple warnings no longer work. This new twist is expected to
make them feel guilt and shame and prevent them from repeating the offense. This is to help build
discipline. We should not let small offenses go unnoticed."
What I read (context)
In Thailand, Police Colonel . . .
My question . . .
Where is Thailand?
Now, any Thai officer that
breaks the law will be required
to wear an armband that has
Hello Kitty sitting on top of two
hearts.
I wonder if wearing a “Hello
Kitty” armband would keep 6th
grade students from breaking
rules?
This tells me . . .
I don’t know much about the
setting-but might be able to
make sense of the article,
anyway.
I’m connecting the text to my
own life; I’m doing ok. 
(8)
LINK: Here’s how you will apply the strategy independently.
Keep doing what you’re doin’ . .
INDEPENDENT PRACTICE: Now you will apply this strategy independently.
Read the following excerpt from “Through the Looking Glass” by Lewis Carroll. Carroll’s stories are mostly
nonsensical, and he wrote in British (rather than American) English, which can make them confusing. As
you read, pay attention to the questions you are asking when your understanding breaks down. When
you finish, silently begin reading your independent reading book.
Through the Looking Glass
by Lewis Carroll
One thing was sure, that the WHITE kitten had had nothing to do with it. It was the black kitten's fault
entirely. For the white kitten had been having its face washed by the old cat for the last quarter of an hour.
You see that it COULDN'T have had any hand in the mischief.
But the black kitten had been finished with earlier in the afternoon. So, while Alice was sitting curled up
in a corner of the great arm-chair, the kitten had been having a grand game of romps with the ball of yarn
Alice had been trying to wind up. He had been rolling it up and down till it had all come undone again.
There it was, spread over the hearth-rug, all knots and tangles, with the kitten running after its own tail in
the middle.
"Oh, you wicked little thing!" cried Alice, catching up the kitten, and giving it a little kiss to make it
understand that it was in disgrace. 'Really, Dinah ought to have taught you better manners! ' She added,
looking at the old cat, and speaking in as cross a voice as she could manage. Then she scrambled back into
the arm-chair, taking the kitten and the yarn with her, and began winding up the ball again. But she didn't
get on very fast, as she was talking all the time, sometimes to the kitten, and sometimes to herself. Kitty sat
on her knee, pretending to watch the progress of the winding, and now and then putting out one paw and
gently touching the ball, as if it would be glad to help.
Teacher will circulate, conferring with individual students. Students who are not having any difficulty with
their independent reading books should be pushed to read more challenging books. Teacher should also be
44
making notes about passages that are confusing to students and the strategies they are using to fix them to
be used in future mini-lessons.
(20)
SHARE: Discuss what you learned.
Discuss what was confusing about this passage. What questions did students have? Did their questions help
them to “fix” their confusion?
(5)
CLOSING: Review the key ideas from today’s lesson.
Million $ Question:
1. Why do great readers ask questions?
2. What is one question you had today (that we haven’t already discussed!) that helped you to figure out
where your understanding was breaking down?
3. What schema would you have for a basketball game?
(5)
HOMEWORK: What will we do tonight?
Read “Independence Day in Brazil.” Practice coding the text. On the back, write 6 questions that you had
and what these questions told you about your understanding. (same graphic organizer used in the lesson)
DIFFERENTIATION: How will you meet the learning profiles and interests of all learners?
Independent reading books are differentiated by interest and reading level.
Active reading strategies.
45
STUDENT VERSION
Lesson 5
Good readers use their questions to figure out why their understanding is breaking down.
Do Now: What should I do as soon as I walk in the room?
Read the following paragraph and code the text. Be prepared to share your thoughts with your
classmates. 
I hope you don't mind my telling you a great deal about Roberta. The more I observe
her, the more I notice all sorts of things about her. For instance, she seems oddly
anxious to make other people happy. Also, she has the power of silent sympathy. That
sounds rather dull, I know, but it's not so dull as it sounds. It just means that she is able
to know that you are unhappy, and to love you extra on that account, without bothering
you by telling you all the time how sorry she is for you.
adapted from The Railway Children by E. Nesbit
CONNECTION: Today’s skill is connected to what we’ve been learning and is important to know.
Yesterday, we talked about using questions to deepen our understanding. Today, we’re going to talk
about how some questions can help us figure out why our understanding is breaking down.
DIRECT INSTRUCTION: I’ll show you how to do it
Great readers are constantly asking ____________________.
Questions are one way that we _________________ with the text. They also help us to
______________
______________
_____________________ of the text.
But some questions are ______________ _______________. Questions about _______________ a
character is or _____________________ an event is occurring might be clues that you’re getting
____________________.
I’ll show you what I mean:
From The Secret Garden by Frances Hodgson Burnett
When Mary Lennox was sent to live with her uncle, everybody said she was the
most ugly child ever seen. It was true, too. She had a little thin face and a little thin
body, thin light hair and a sour face. Her hair was yellow, and her face was yellow. She
had been born in India and had always been ill in one way or another.
Her father had held a job under the English Government and had always been busy
and ill himself. Her mother had been a great beauty who cared only to go to parties and
amuse herself with happy people. She had not wanted a little girl at all. When Mary was
born she handed her over to the care of an Ayah. The child was kept out of sight as
much as possible. So when she was a sickly, fretful, ugly little baby she was kept out of
the way, and when she became a sickly, fretful, toddling thing she was kept out of the
way also. She never remembered seeing anything but the dark faces of her Ayah and the
46
other native servants. They always obeyed her and gave her own way in everything. By
the time she was six years old she was as mean and selfish a little pig as ever lived.
adapted from http://www.authorama.com/secret-garden-1.html
What I read (context)
My question . . .
This tells me . . .
GUIDED PRACTICE: Let’s try one together:
In Thailand, Police Colonel Pongpat Chayapan was tired of his police officers breaking
the law. He was annoyed that they did not take warnings seriously. Thai police officers
were littering and parking in banned areas. They were also showing up to work late
quite often. After dealing with these problems for far too long, Chayapan found a
solution: make them wear Hello Kitty armbands.
Now, any Thai officer that breaks the law will be required to wear an armband that
has Hello Kitty sitting on top of two hearts. The officers will also have to stay in the
office all day long. They will not be allowed to discuss which law they broke. Officers
that break the law will also have the same penalties and fines that the rest of the public
has.
Chayapan said about the armbands, "Simple warnings no longer work. This new twist
is expected to make them feel guilt and shame and prevent them from repeating the
offense. This is to help build discipline. We should not let small offenses go unnoticed."
What I read (context)
My question . . .
This tells me . . .
INDEPENDENT PRACTICE: Here’s how you will apply this independently.
Through the Looking Glass
by Lewis Carroll
One thing was sure, that the WHITE kitten had had nothing to do with it. It was the
black kitten's fault entirely. For the white kitten had been having its face washed by the
old cat for the last quarter of an hour. You see that it COULDN'T have had any hand in
the mischief.
But the black kitten had been finished with earlier in the afternoon. So, while Alice
was sitting curled up in a corner of the great arm-chair, the kitten had been having a
grand game of romps with the ball of yarn Alice had been trying to wind up. He had
been rolling it up and down till it had all come undone again. There it was, spread over
the hearth-rug, all knots and tangles, with the kitten running after its own tail in the
middle.
47
"Oh, you wicked little thing!" cried Alice, catching up the kitten, and giving it a little
kiss to make it understand that it was in disgrace. 'Really, Dinah ought to have taught
you better manners! ' She added, looking at the old cat, and speaking in as cross a voice
as she could manage. Then she scrambled back into the arm-chair, taking the kitten and
the yarn with her, and began winding up the ball again. But she didn't get on very fast,
as she was talking all the time, sometimes to the kitten, and sometimes to herself. Kitty
sat on her knee, pretending to watch the progress of the winding, and now and then
putting out one paw and gently touching the ball, as if it would be glad to help.
Record your questions in the graphic organizer below.
What I read (context)
My question . . .
This tells me . . .
48
Homework: ALARMS!
Directions: Read the following passage. Code the text- write your questions and reactions in the
margins. Then, complete the graphic organizer on the back (it’s just like the one we used in class!).
To receive full credit, you must demonstrate that you actively read the text (front) and complete the
entire graphic organizer (back).
Independence Day in Brazil
By Ekaterina Zhdanova-Redman
1
Have you ever had to make a difficult choice between right and wrong?
Many people face such choices - whether big or small - everyday. Maybe
you've had to make a choice like this today. Now imagine making a choice
between right and wrong that would forever change two entire countries!
There was a man in Brazil who had to make such a choice, and his name was
Dom Pedro.
2
Many years ago, the European country of Portugal ruled Brazil. In the 18th century,
Europe was in the middle of war. The French, under the leadership of Napoleon Bonaparte,
threatened Portugal. The Portuguese royal family decided they needed somewhere to hide,
so they took off for Brazil. They arrived in Brazil in 1807. Brazil's capital city of Rio de
Janeiro became both countries' capital city.
3
At the time, Brazil was used to being ruled from afar. At first, rulers and businesspeople
in Brazil liked having the attention of the Portuguese royal family. But having the royal family
so close meant Brazilians had to behave. The Portuguese opened Brazilian trade with the
British, and the trade paid for many improvements in Brazil.
4
Brazilians eventually got tired of the royal family and started to rebel. King Joao tried his
best to settle things down, but failed. Finally, on April 25, 1821, the royal family loaded their
ships with all kinds of money and goods and headed back for Portugal. Their departure
came after years of fighting all around Brazil. The royal family left their son, Prince Dom
Pedro to rule Brazil.
5
Dom Pedro started by working for the people of Brazil, cutting his own salary, abolishing
slavery, and cutting or eliminating many taxes. The Portuguese government decided that
Pedro needed to be reined in and voted to abolish the kingdom of Brazil. The Portuguese
sent troops to take control and ordered Pedro back to Portugal. People all across Brazil
begged Pedro to stay. Pedro fought against the Portuguese to defend the Brazilian people.
It was becoming clear that Pedro would have to make an important choice: Defy his
government and stay in Brazil, or return to Portugal in shame.
6
He learned that the Portuguese were sending more troops to fight the Brazilians. Pedro
tore the Portuguese insignia from his uniform and shouted: "By my blood, by my honor, and
by God: I will make Brazil free!" This day was September 7, 1822.
7
Pedro fought on, and in 1825, Britain and Brazil declared Brazil an independent nation.
A constitution and new government soon followed. But those dates aren't celebrated as
independence days - September 7, the day Pedro tore his uniform and decided to stay and
fight with the Brazilians, is celebrated as Brazilian Independence Day. Each year, Brazilians
all over the world have parades, parties, and celebrations to remember Pedro's critical
decision to do the right thing.
49
What I read (context)
My question . . .
This tells me . . .
50
TEACHER VERSION
Lesson 6
Good readers activate their schema before they begin reading.
OBJECTIVES: By the end of today, here’s what students will be able to do.
SWBAT define “schema.”
SWBAT activate prior knowledge before they read a text.
CFU: At the end of today, here’s how students will show mastery.
 Exit ticket
MATERIALS/LOOSE ENDS: What will I need?




Mini-Lesson
Copy of non-fiction text about King Arthur
Copy of Freak the Mighty for each student.
Powerpoint
FIRST FIVE
Do Now: Freak the Mighty Ch. 7 & 8 Comprehension Check
1.
2.
3.
4.
Where do Max and Kevin go to escape from Tony D. and his gang?
What is Max’s father’s nickname?
Why does Max’s grandfather treat Max differently after the incident with Tony D. at the millpond?
What does Kevin mean when he tells Max that he wants to go on a “quest”?
CONNECTION: Today’s skill is connected to what we’ve been learning and is important to know.
We’re going to take a break today to build some prior knowledge and learn about something else that all
great readers do.
DIRECT INSTRUCTION: Here’s how to do it…
Complete a word journal page for schema. Define schema as “prior knowledge (things we already know) that
helps us to organize new information in our brains (understand new ideas).”
Say:
We’ve been learning about things that all good readers do. Who can remind me of a few things that all good
readers do? (acceptable answers: metacognition, ask questions, have reactions, recognize confusion and fix
it, etc.) Today, we’ll be learning something else that all good readers do.
Notes:
Good readers activate their schema. Some teachers might call this activating prior knowledge. It means:
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you use things you already know to help you understand a new text.
Say: We’re going to do this twice (!!) today.
Pass out copies of King Arthur and the Knights of the Round Table (from Edhelper.com).
Read the title only. Say: I remember reading something about King Arthur in Freak the Mighty!
When I look back at Ch. 4 (p. 16).
Freak is shaking his head. I can see he’s trying not to let on that he’s laughing inside. “Guinevere,”
he finally says, catching his breath. “The Fair Guinevere, from the legend of King Arthur. You know
about King Arthur, right?”
I shrug. The only King Arthur I know is the brand of flour Gram uses, and if I say that I’ll really sound
like a butthead.
He goes, “My mom’s name is Gwen, so sometimes I call her the Fair Guinevere or the Fair Gwen.
King Arthur was the first king of England, way back when there were still dragons and monsters in
the world. Arthur was this wimpy little kid, an orphan, and there was this magic sword stuck in a big
stone, okay? The old king had died, and whoever could pull the sword from the stone proved he
was the next king. All these big tough dudes came from all over to yank at the sword and they
couldn’t budge it. One day this wimpy little kid tried when nobody was looking and the sword
slipped out like it was stuck in butter.”
“So he was the king, this little kid?”
Already—right away—I have some prior knowledge about this piece we’ll be reading. I know that
the setting will be in England a really long time ago. I know to expect dragons. I know that Arthur
was kind of wimpy, but eventually became king. So if I start to get confused as I’m reading, I can
come back to these ideas.
Read the first two paragraphs of King Arthur aloud with students. Both paragraphs are pretty confusing.
Stop. Have all students activate their schema (arms fully extended, fingers wiggling like they are casting a
spell while we say “activate”; fingers lightly massaging their heads as we say “schema”). What do we know,
from reading Freak the Mighty, that can help us to make sense of this passage? Point out that Freak said
Arthur was an orphan—so he didn’t know who his parents were (or thought they were dead). That helps us to
make sense of the fact that he didn’t know his dad was king. And the stone stuff- there were lots of people
trying to prove that they were supposed to be king by pulling a magical sword out of the stone. That must be
what Arthur is waiting to do. Solicit additional student feedback as well.
GUIDED INSTRUCTION: Now let’s try an example together…
Finish reading King Arthur and the Knights of the Round Table with students. Ask if they have any
other background information about anything in the passage (knights, a time when they saw people
being mean to each other because they were competing, etc.). Secondary goal of this time, in
addition to teaching students to active their schema, is to continue building schema about King
Arthur and the Knights of the Round Table before students read Ch. 9 of Freak the Mighty.
LINK: Here’s how you will apply the strategy independently.
52
As you read Ch. 9 of Freak the Mighty, don’t forget to activate your schema!
INDEPENDENT PRACTICE: Now you will apply this strategy independently.
Remember, all good readers:
*Think about their thinking (metacognition)
*KNOW when they are confused and FIX it!
*Have positive (+) and negative (-) reactions to the text
*Ask questions
*Activate their schema!!
As you finish reading King Arthur and the Knights of the Round Table, remember to write your thoughts in
the margins. Then, read chapter 9 of Freak the Mighty. Respond to the questions below.
Questions (borrowed from Assessing Reading Comprehension by Ellin Keene):
1. When you were reading this text, did it remind you of anything you know about or believe? What? Why
do you think you thought about or remembered what you did?
2. How does schema help a reader understand a text while reading?
3. How did thinking about your schema help you to understand this text?
SHARE: Discuss what you learned.
Discuss chapter 9.  What do you think?
CLOSING: Review the key ideas from today’s lesson.
Assign homework. Make briefly discuss and make sure that students understand what’s going on in our class
novel, Freak the Mighty.
HOMEWORK: What will we do tonight?
Read Ch. 10 of Freak the Mighty. (hint: there might be a quiz tomorrow).
Activate your schema! Reading homework 2.7
DIFFERENTIATION: How will you meet the learning profiles and interests of all learners?
Active reading strategies.
During class, students read in pairs. Pairs are heterogeneous (low/medium, medium/high) to aid in student
learning.
53
STUDENT VERSION
Lesson 6
Good readers activate their schema before they begin reading.
Do Now: What should I do as soon as I walk in the room?
Directions: Determine whether each of the following questions is a thick or thin question. Then,
answer the questions.
1. Where do Max and Kevin go to escape from Tony D. and his gang? (thick or thin)
2. What is Max’s father’s nickname? (thick or thin)
3. Why does Max’s grandfather treat Max differently after the incident with Tony D. at the
millpond? (thick or thin)
4. What does Kevin mean when he tells Max that he wants to go on a “quest”? (thick or thin)
CONNECTION: Today’s skill is connected to what we’ve been learning and is important to know.
Today, we’ll be working on something else that all good readers do.
DIRECT INSTRUCTION: I’ll show you how to do it
Good readers ___________________ their __________________. Some teachers might call this
activating ____________________ _________________. It means: you use things you
_______________ ________________ to help you understand a _________________ ____________.
GUIDED PRACTICE: Let’s try one together:
Excerpt from Freak the Mighty; p. 16
Freak is shaking his head. I can see he’s trying not to let on that he’s laughing inside.
“Guinevere,” he finally says, catching his breath. “The Fair Guinevere, from the legend of King
Arthur. You know about King Arthur, right?”
I shrug. The only King Arthur I know is the brand of flour Gram uses, and if I say that I’ll really
sound like a butthead.
He goes, “My mom’s name is Gwen, so sometimes I call her the Fair Guinevere or the Fair
Gwen. King Arthur was the first king of England, way back when there were still dragons and
monsters in the world. Arthur was this wimpy little kid, an orphan, and there was this magic
sword stuck in a big stone, okay? The old king had died, and whoever could pull the sword
from the stone proved he was the next king. All these big tough dudes came from all over to
yank at the sword and they couldn’t budge it. One day this wimpy little kid tried when nobody
was looking and the sword slipped out like it was stuck in butter.”
54
“So he was the king, this little kid?”
Already—right away—I have some prior knowledge about this piece we’ll be reading. I know
that the setting will be in England a really long time ago. I know to expect dragons. I know
that Arthur was kind of wimpy, but eventually became king. So if I start to get confused as I’m
reading, I can come back to these ideas.
INDEPENDENT PRACTICE: Here’s how you will apply this independently.
Read Ch. 10 of Freak the Mighty. Write your questions and reactions below. And don’t forget to
activate your schema!
1. When you were reading this text, did it remind you of anything you know about or believe? What?
Why do you think you thought about or remembered what you did?
2. How does schema help a reader understand a text while reading?
3. How did thinking about your schema help you to understand this text?
55
King Arthur and the Knights of the Round Table
By Sharon Fabian
Arthur waited in line to try pulling the great sword from the
stone. He had no idea that King Uther, who had just died, was his
real father. He had no way of knowing that he was the true heir to
the throne.
His turn came. He gripped the huge sword, glittering with shiny
metals and jewels, and slid it from its stone scabbard. That was the proof that England
needed. Arthur was crowned King. "Long live the king!"
Arthur ruled England with the guidance of his long-time guardian, Merlin the
magician.
He had brave and loyal knights - Lancelot, Gawain, and many others.
King Arthur's knights took their role seriously. They promised to abide by a code of
rules. They promised to act bravely and with honor. They promised not to murder
innocent people and to rescue ladies in distress.
Arthur's knights were adventurous and ambitious. They loved to meet together and
tell tales of their great feats, each one trying to out-tell the other. Sometimes the
competition between the exaggerating knights got to be too much.
So Arthur, being a wise leader, came up with a solution. Into the meeting hall of
Camelot Castle, he moved the huge round table that his wife, the lovely Lady Guinevere,
had brought as part of her dowry. At this round table, no knight would sit in front of
another one. No one would have an advantage or a favored position. Everyone would be
equal.
King Arthur's court at the Round Table became known far and wide as the perfect, fair
way to rule. Every knight aspired to become a Knight of the Round Table and enter the
meeting hall at Camelot to the fanfare of his own clanking armor.
When their meetings were adjourned, Arthur's knights set out from Camelot for great
adventures in all corners of England.
Wearing their shining suits of armor and their tin-can helmets, Arthur's knights rode
out to fight whoever had done them wrong. King Arthur's red dragon painted on each
shield proclaimed that they were The Knights of the Round Table.
Back at Camelot, King Arthur presided over the forces of good in his sweeping red
robe and tall golden crown. Always nearby was his own trusty sword, Excalibur, given to
him by the mysterious Lady of the Lake. England was in good hands.
Even good King Arthur had occasional problems to deal with. Life among so many
knights and ladies could be a bit dramatic. When King Arthur's own wife, Guinevere, was
stolen away by his knight Lancelot, Arthur had to act at once. He fought his nephew
Mordred, who had somehow gotten into the thick of the plot.
Arthur killed Mordred.
Mordred gravely wounded Arthur too, and Arthur was swiftly carried off by his own
men - never to be heard from again.
This story may or may not be true. King Arthur and his Knights of the Round Table
may or may not have been real people. Many historians think that there is at least a little
bit of truth in the legend. The story of King Arthur and the Knights of the Round Table,
however, has become a part of history. The bravery and honor of the knights, the
wisdom of King Arthur, and the magical effect of the Round Table - it has all become a
part of the story of England.
Copyright © 2009 edHelper
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King Arthur and the Knights of the Round Table: Comprehension Check
1. Although it is not stated directly in the story, you can infer that this story
takes place during the ______.
a. middle ages
b. prehistoric times
c. Civil War era
d. Ancient Roman times
2. Arthur became king ____________.
a. when he pulled the sword from the stone
b. after King Uther died
c. During the Middle ages
d. All of the above
3. Lancelot was a ___________.
a. Knight
b. magician
c. king
d. all of the above
4. Based on the story, we can say that King Arthur probably died from _________.
a. food poisoning
b. a wound from a sword
c. Pneumonia
d. a gunshot wound
5. The Round Table gave each knight a/an _______________.
a. equal say
b. place to eat dinner
c. job
d. fortune
6. Excalibur was ______________.
a. a sword
b. a horse
c. a crown
d. the sword in the stone
7. The red dragon was _______________ symbol.
a. Mordred’s
b. King Arthur’s
c. Lancelot’s
d. Queen Guinevere’s
8. The story of King Arthur and the Knights of the Round Table is __________.
a. Factual history
b. Historical fiction
c. No one knows for sure
d. a fiction story
57
TEACHER VERSION
Lesson 7
Good readers can make text to self connections.
OBJECTIVES: By the end of today, here’s what students will be able to do.
SWBAT describe at least one text-to-self connection they made while reading Freak the Mighty.
SWBAT explain how their connection increased their understanding of the text.
CFU: At the end of today, here’s how students will show mastery.
 Exit ticket
 Reader’s Notebook Entry
MATERIALS/LOOSE ENDS: What will I need?




Mini-Lesson
Text
Copy of Freak the Mighty for each student.
Looseleaf paper for Reader’s Notebook entries.
FIRST FIVE
Do Now:
Comprehension Check
1. Why is “Life is Dangerous” a good title for chapter 9?
2. On p. 54, why does Max get upset when Gram says, “poor Kevin”? Use the chart to answer the
questions.
Freak often uses vocabulary that most people don’t use in everyday conversation. Below are several
examples of things Freak says in chapters 9 & 10. Re-write them using common, everyday language.
3. p. 50: “Then that shall be your reward, faithful steed—tinted sucrose and bubbles of air!”
4. p. 60: “I devised a special retrieval device.”
CONNECTION: Today’s skill is connected to what we’ve been learning and is important to know.
We’re going to learn one more thing that all good readers do!
DIRECT INSTRUCTION: Here’s how to do it…
Today we’ll be learning about something else that all good readers do—making connections! Show
students the new hand signal we’ll use to show that we have made a connection. Today, we’ll be talking
specifically about text-to-self connections.
Text to self connections—connecting something that you read to your own life in a way that helps you
better understand the text.
58
Whenever we share our connections, we’re going to use the following format:
In the text it says . . .
This reminds me of . . .
This helps me to understand . . .
Lots of not-so-great readers think they’re making great connections whenever something they read
reminds them of something from their own life. But . . .
Great readers know that memories are only connections when they help us better understand the text.
Let me show you two examples:
In the text it says . . .
“Grim, he’s okay sometimes,
like when Tony D. chased us
into the pond, but most of the
time he thinks he knows
everything, which he doesn’t.”p.55
“’We must dress in black and
cover our faces with soot.’ For
the next couple of hours we try
to find soot, but it turns out
you need a fireplace for soot,
or at least a chimney, so Freak
finally decides that my idea
about using regular dirt will
have to do.”-p. 56
This reminds me of . . .
My grandfather thought he
knew EVERYTHING when I was
a kid—he was always trying to
give me advice when he didn’t
have any clue what my life was
life.
When I was a kid, my parents
would take us camping. At
night, we would build a
campfire. In the morning, the
empty fire pit was full of soot.
If you accidentally fell in it or
touched it, your clothes and
skin would get REALLY dirty.
This helps me to understand . . .
Even though I loved my
granddad, it was frustrating
that he thought he knew
everything. I bet Max has
similar feelings toward his
grandfather.
Remembering what soot looks
and feels like helps me to
imagine what Freak was going
for—he wanted them to be
completely dark from head to
toe.
GUIDED INSTRUCTION: Now let’s try an example together…
In the text it says . . .
This reminds me of . . .
This helps me to understand . . .
“My fake Walkman has a builtMost kids should have a
Their connections should help
in alarm, and I set it for two in
memory of a night they were
us to better understand what it
the morning and wear the
too excited or nervous to fall
was like for Max to be awake
headphones to bed, but before
asleep—the night before the
all night, waiting. He was
you can wake up you have to
first day of school, Christmas
nervous, what his stomach
fall asleep, and I never do fall
Eve, etc.
would have felt like, etc.
asleep because I keep waiting
for the alarm to go off. Which
is, I know, typical butthead
behavior.”
LINK: Here’s how you will apply the strategy independently.
As you read chapter 11, listen to your thoughts (metacognition!) and write down any text-to-self connections
you make (along with your reactions and questions).
INDEPENDENT PRACTICE: Now you will apply this strategy independently.
59
With their partners, students will read chapter 11 Freak the Mighty. As they read, they will complete the
text-to-self connections graphic organizer in the independent reading section of their notes.
Stress that, for this, students should not be writing down the same things as their partner—their partner’s
memories and life experiences are not their own.
Also stress that if they cannot explain how the connection helps them to better understand the story, it’s
an interesting coincidence but not really a connection. (His mom’s car is red and my mom has a red car,
too! Is an example of a coincidence that is interesting, but not really helpful for increasing understanding.)
SHARE: Discuss what you learned.
Give students the opportunity to share their connections. Pre-screen connections to ensure that, at least
for today, only students who have made connections that truly deepen their understanding of the text
are sharing.
CLOSING: Review the key ideas from today’s lesson.
Read, baby, read!
HOMEWORK: What will we do tonight?
Reading HW 2.8; Reading guide for Chapters 11 and 12.
DIFFERENTIATION: How will you meet the learning profiles and interests of all learners?
Independent reading books are differentiated by interest and reading level.
Active reading strategies.
Heterogeneous reading partnerships to support struggling readers.
60
STUDENT VERSION
Lesson 7
Good readers can make text-to-self connections.
Do Now: What should I do as soon as I walk in the room?
1. What does Kevin do to make the “quests” more interesting?
2. Where does Kevin take Max?
3. What does Kevin tell Max they are going to do there?
4. What is the treasure that Kevin and Max retrieve?
CONNECTION: Today’s skill is connected to what we’ve been learning and is important to know.
We’ll be learning about something else that all good readers do.
DIRECT INSTRUCTION: I’ll show you how to do it
___________
______
______________
_______________— __________________ something
that you ____________ to your __________ __________ in a way that ____________ ___________
_____________ _________________________ _____________ _________________.
Great readers know that _________________ are only ________________ when they help us
_____________
__________________ the text.
Let me show you two examples:
In the text it says . . .
“Grim, he’s okay sometimes,
like when Tony D. chased us
into the pond, but most of
the time he thinks he knows
everything, which he
doesn’t.”-p.55
This reminds me of . . .
This helps me understand . . .
“’We must dress in black and
cover our faces with soot.’ For
the next couple of hours we
try to find soot, but it turns
out you need a fireplace for
soot, or at least a chimney, so
Freak finally decides that my
idea about using regular dirt
will have to do.”-p. 56
GUIDED PRACTICE: Let’s try one together:
61
In the text it says . . .
This reminds me of . . .
This helps me understand . . .
“My fake Walkman has a
built-in alarm, and I set it for
two in the morning and wear
the headphones to bed, but
before you can wake up you
have to fall asleep, and I
never do fall asleep because I
keep waiting for the alarm to
go off.
INDEPENDENT PRACTICE: Here’s how you will apply this independently.
In the text it says . . .
This reminds me of . . .
This helps me understand . . .
62
Name & HR:
Date:
Subject: Reading
Teacher: Ms. Jenkins
Exit Ticket: Text-to-Self Connections
Directions: (ATTACK THE DIRECTIONS!) Complete the graphic organizer with your favorite text-toself connection from class today. Be sure to include page numbers!
In the text it says . . .
This reminds me of . . .
Name & HR:
Date:
This helps me understand . . .
Subject: Reading
Teacher: Ms. Jenkins
Exit Ticket: Text-to-Self Connections
Directions: (ATTACK THE DIRECTIONS!) Complete the graphic organizer with your favorite text-toself connection from class today. Be sure to include page numbers!
In the text it says . . .
This reminds me of . . .
Name & HR:
Date:
This helps me understand . . .
Subject: Reading
Teacher: Ms. Jenkins
Exit Ticket: Text-to-Self Connections
Directions: (ATTACK THE DIRECTIONS!) Complete the graphic organizer with your favorite text-toself connection from class today. Be sure to include page numbers!
In the text it says . . .
This reminds me of . . .
This helps me understand . . .
TEACHER VERSION
63
Lesson 8
Good readers can make text-to-text connections.
OBJECTIVES: By the end of today, here’s what students will be able to do.
SWBAT make at least one text-to-text connection and explain how it deepens their understanding of the
text.
CFU: At the end of today, here’s how students will show mastery.
 Graphic organizer
MATERIALS/LOOSE ENDS: What will I need?
 Mini-Lesson
 Notes
 Copy of Freak the Mighty for each student.
FIRST FIVE
Do Now: Comprehension check
CONNECTION: Today’s skill is connected to what we’ve been learning and is important to know.
Yesterday, we learned about one type of connection. Today, we’ll learn about another type of connection
that good readers make.
DIRECT INSTRUCTION: Here’s how to do it…
Ask students if they can remember what we learned about yesterday. Have them show me our secret signal
for making connections (hooking your two pointer fingers around each other). Allow 2 students (only two!!)
to share a text-to-self connection that had while reading the night before (from Freak the Mighty or from
their DEAR book).
Tell students we’ll be talking about another type of connection today—text-to-text connections.
Text-to-text connection—when we connect what we’re reading now to something we’ve read (or watched!)
before. Someone writes the words in movies, plays, and songs—these are all texts.
I’m going to spend a lot of time modeling today because there are two different (and equally important) types
of text-to-text connections I want to talk about.
MODEL this for students. On page 58 of Freak the Mighty, when Max and Freak are going on the treasure
hunt, Max says that Freak is dressed like Darth Vader. The author is making a pretty big assumption here—
that we know who Darth Vader is. And most of you probably do. Ask students to share what they know
about Darth Vader. Who is he? What movie is he from? (Put pictures of Darth Vader in the power point to
add a quick element of fun! Knowing who Darth Vader is helps me to make a mental picture of what Freak
looks like in this part of the book. It helps me to make sense of the conversation that Max and Freak are
having when they start talking about the “real” Darth Vader, too!
The second type of text-to-text connection is a little bit trickier. Put on my “think-aloud” hat to help students
64
visually see that they are going “inside Ms. Jenkins’ brain” and having a conversation with my “bff.” In lots of
ways, this book reminds me of “Raymond’s Run.” The characters are really different—but the writing style is
similar. Both stories are told by kids. Because of that, the language is confusing sometimes—Max and
Squeaky both speak in run-on sentences sometimes. Their grammar isn’t always correct. I’m not used to
reading books like that. Recognizing this- that the story is being told by a kid, like another story I’ve readgives me new strategies to make sure that I’m understanding what I’m reading. It helps me to understand
why things are written in a certain way.
For example: So I’m hanging out down under, listening to some of my thrash tapes on the fake Walkman I got
last Christmas, when Freak pops up on the side of my bed. Because of the headphones and the volume being
pumped up to mega-decibel I never hear him come in, he’s just suddenly there, like whoa! And I’ll bet I
jumped about a foot.—p. 55
GUIDED INSTRUCTION: Now let’s try an example together…
Ask students if they have made any text-to-text connections. Don’t be afraid to clarify if students are
saying things that are not helpful/will not increase others’ comprehension of this book and others.
LINK: Here’s how you will apply the strategy independently.
Keep using the graphic organizer!
INDEPENDENT PRACTICE: Now you will apply this strategy independently.
Students should continue using all of the active reading strategies we have learned about so far. They
might not think of any text-to-text connections today, and that’s ok. The more important idea is that they
will be reading actively.
Students will read with a partner, being sure to share their ideas as they read!
SHARE: Discuss what you learned.
Allow a few pre-selected students to share their connections, particularly if anyone had a brilliant insight.
CLOSING: Review the key ideas from today’s lesson.
Exit Ticket. Students should write one brilliant insight they had while reading today.
HOMEWORK: What will we do tonight?
Ch. 13 & 14 Guide sheet.
DIFFERENTIATION: How will you meet the learning profiles and interests of all learners?
Independent reading books are differentiated by interest and reading level.
Active reading strategies.
65
STUDENT VERSION
Lesson 8
Good readers make text-to-text connections.
Do Now: What should I do as soon as I walk in the room?
1. Who are Loretta and Iggy Lee? Where do they live?
2. Why do Loretta and Iggy Lee recognize Max?
3. What happened to Kevin’s father?
4. Until this year, what kind of classes has Max been in at school? What classes will he be in this
year?
CONNECTION: Today’s skill is connected to what we’ve been learning and is important to know.
We’ll be learning about another type of connection today.
DIRECT INSTRUCTION: I’ll show you how to do it
_____________-to-_____________ connection— when we _____________what we’re reading now to
something we’ve read (or watched!) _____________.
_____________, _____________, _____________, and _____________ are all _____________.
In the text it says . . .
Darth Vader
p. 58
This reminds me of . . .
This helps me understand . . .
In the text it says . . .
This reminds me of . . .
So I’m hanging out down
under, listening to some of
my thrash tapes on the fake
Walkman I got last Christmas,
when Freak pops up on the
side of my bed. Because of
the headphones and the
volume being pumped up to
mega-decibel I never hear
him come in, he’s just
suddenly there, like whoa!
And I’ll bet I jumped about a
foot.—p. 55
GUIDED PRACTICE: Let’s try one together:
This helps me understand . . .
66
In the text it says . . .
This reminds me of . . .
This helps me understand . . .
INDEPENDENT PRACTICE: Here’s how you will apply this independently.
Directions: Write down any text-to-self or text-to-text connections that you make while reading today.
In the text it says . . .
This reminds me of . . .
This helps me understand . . .
67
TEACHER VERSION
Lesson 9
Good readers can make text-to-world connections.
OBJECTIVES: By the end of today, here’s what students will be able to do.
SWBAT demonstrate their ability to make meaningful connections and activate schema on an assessment.
CFU: At the end of today, here’s how students will show mastery.
 Exit ticket
MATERIALS/LOOSE ENDS: What will I need?




Mini-Lesson
Text
Copy of Freak the Mighty for each student
Internet video/sound clip about bullying
FIRST FIVE
Do Now:
Comprehension Check- Ch. 13-14
1. How is Maxwell doing in school?
2. Why does Mrs. Addison call Max to her office?
3. What happens to Freak at the end of the chapter?
4. What does Freak say is wrong with his body?
5. What news have Max and his grandparents learned about his father?
CONNECTION: Today’s skill is connected to what we’ve been learning and is important to know.
We’ll be learning about the 3rd type of connection today: text-to-world connections.
DIRECT INSTRUCTION: Here’s how to do it…
Ask students to remind you of the skills that we have learned about so far this week. (activating schema, textto-self connections, text-to-text connections). Ask students to give examples of how they have used these
strategies this week. Students must be able to explain how their connections have helped to increase their
understanding.
Today we will be learning about the third type of connection. We’ll be learning about text-to-world
connections.
Text-to-world connections are: when we use specific knowledge about the topic or general world knowledge.
As with the other types of schema we’ve been talking about, text-to-world connections always deepen our
understanding of the text.
While I was reading chapter 12 of Freak the Mighty, I made a really interesting text-to-world connection that I
want to share with you today.
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On page 76-77 of Freak the Mighty (give students a few moments to find the page in the book), Mrs. Donnelli
asks Max to stand up in front of the class. The other kids start teasing him and calling him names, and then
they even start throwing things! The whole classroom is completely out of control.
In the text it says . . .
“Maxi Pad! Maxi Pad! Ask
him quick about his dad!”
“Killer Kane! Killer Kane!
Had a kid who got no
brain.”
This reminds me of . . .
This helps me to
understand . . .
Bullying. As a teacher, I’ve read a lot about
I’m sure this is not the first
bullying and how to prevent it. Let me show
time that Max and Freak
you.
have been bullied. Using my
Show kids the bullying video at
prior knowledge helps me to
http://www.studentsagainstbullying.org/video/ realize how challenging this
must be for them-and how
much they depend on each
other as friends.
Expect students to comment that this seems similar to text-to-text connections. In some ways, it
is. Explain that a) I have lots of specific knowledge about bullying and its effect on children,
teenagers, and even adults that I am activating to help me understand this passage and b) I’m
less concerned with what we call our connections and more concerned with whether or not
we’re activating schema (no matter what kind!) to deepen our understanding of a text.
GUIDED INSTRUCTION: Now let’s try an example together…
Let’s look at Chapter 13. I bet all of you made a text-to-world connection while reading this chapter,
whether you noticed it or not!
In the text it says . . .
I used to think all that spooky
stuff about Friday the Thirteenth
was just a pile of baloney. But
now I’m getting my own personal
introduction to what can happen.
This reminds me of . . .
Ask students what they know
about Friday the 13th. This should
include things about bad luck,
haunted houses, etc.
This helps me to understand . . .
Making this connection helps me
to understand what Max means
by this statement! I know that
something bad/spooky/etc. is
about to happen, because the
Max says that what people say
about Friday the 13th is proving to
be true.
LINK: Here’s how you will apply the strategy independently.
Try it out while you’re reading independently!
INDEPENDENT PRACTICE: Now you will apply this strategy independently.
Students will read Ch. 15 in pairs, making sure to write down all of their thoughts using the appropriate text
codes. (T-S, T-T, T-W, +, -, ?)
As they read, they should discuss their connections with their partner.
Provide students with a graphic organizer to use for recording their thoughts.
SHARE: Discuss what you learned.
Call on students randomly (using straws) to share an interesting connection that their partner made.
They should also share how this connection helped them to better understand the text.
If time allows, students could also share other thoughts they had while reading.
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CLOSING: Review the key ideas from today’s lesson.
Exit Ticket—have students write their best/favorite text connection (text-to-text, text-to-world, text-to-self)
connection from class. If students say they did not activate any schema during reading, then they should
explain what they were thinking about while they were reading the text. (If you’re not thinking, it’s not really
reading!)
HOMEWORK: What will we do tonight?
Ch. 15 & 16 Reading Guide
DIFFERENTIATION: How will you meet the learning profiles and interests of all learners?
Independent reading books are differentiated by interest and reading level.
Active reading strategies.
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STUDENT VERSION
Lesson 9
Good readers make text-to-world connections.
Do Now: What should I do as soon as I walk in the room?
1. How is Maxwell doing in school?
2. Why does Mrs. Addison call Max to her office?
3. What happens to Freak at the end of the chapter?
4. What does Freak say is wrong with his body?
5. What news have Max and his grandparents learned about his father?
CONNECTION: Today’s skill is connected to what we’ve been learning and is important to know.
Text-to-world connections are another type of schema that we can use.
DIRECT INSTRUCTION: I’ll show you how to do it
Text-to-world connections are: when we use _________________ _________________ about the
_________________ or __________________ __________________ _____________________.
As with the other types of schema we’ve been talking about, text-to-world connections always
__________________ our _________________ of the _________________.
In the text it says . . .
This reminds me of . . .
This helps me to understand .
..
“Maxi Pad! Maxi Pad! Ask him
quick about his dad!”
“Killer Kane! Killer Kane! Had a
kid who got no brain.”
GUIDED PRACTICE: Let’s try one together:
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In the text it says . . .
This reminds me of . . .
This helps me to understand .
..
I used to think all that spooky
stuff about Friday the
Thirteenth was just a pile of
baloney. But now I’m getting
my own personal introduction
to what can happen.
INDEPENDENT PRACTICE: Here’s how you will apply this independently.
In the text it says . . .
This reminds me of . . .
This helps me to understand .
..
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TEACHER VERSION
Lesson 10
Good readers make movies in their minds as they read.
OBJECTIVES: By the end of today, here’s what students will be able to do.
SWBAT define visualization.
SWBAT explain that movies are someone else’s visualization of a novel.
SWBAT create a sketch that shows they are able to visualize a scene from their lit circles.
CFU: At the end of today, here’s how students will show mastery.
 Exit ticket
MATERIALS/LOOSE ENDS: What will I need?
 Mini-Lesson
 Lit Circle Books
 Chart paper & markers (For sketches)
DO NOW
The Adventure of the Bruce-Partington Plans
In the third week of November, in the year 1895, a dense yellow fog settled down upon London. From the Monday to the
Thursday I doubt whether it was ever possible from our windows in Baker Street to see the neighbor. The first day Holmes had
spent in cross-indexing his huge book of references. The second and third had been occupied upon a subject which he had recently
made his hobby--the music of the Middle Ages. But when, for the fourth time, after pushing back our chairs from breakfast we saw
the fog drifting past us, my comrade's active nature could take this drab life no longer. He paced about our sitting-room in a fever of
energy, biting his nails, tapping the furniture, and squirming...I was perfectly content to read quietly.
"Nothing of interest in the paper, Watson?" he said.
Holmes meant anything of criminal interest. There was the news of a revolution, of a possible war, and of a change of
government. This would not interest Holmes. He groaned and resumed his restless pacing.
"The London criminal is certainly a dull fellow." He said in the sad voice of the sportsman whose game has failed him.
"There have," said I, "been many petty thefts." Holmes snorted.
adapted from "The Adventure of the Bruce-Partington Plans" by Sir Arthur Conan Doyle
1. Which of the following words best describes Holmes?
A. curious
C. angry
B. illiterate
D. lazy
2. How is Holmes different than his friend Watson?
A. He is more focused
C. He is happier.
B. He is quieter.
D. He is more restless
CONNECTION: Today’s skill is connected to what we’ve been learning and is important to know.
We’ll learn a new active reading strategy! Ask students if they remember what “active reading” means;
ask them to discuss other active reading strategies that we have learned, like activating our schema and
asking questions.
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DIRECT INSTRUCTION: Here’s how to do it…
All good readers make movies in their minds as they read. The “official” term for making a movie in your
mind is visualization.
This just means creating a vivid mental picture of what you’re reading—using both the actual text and your
schema. (take this as an opportunity to review/reinforce activating schema!)
Creating these mental movies helps us to better understand what we’re reading (like activating our schema
and making connections).
Sometimes, making a quick sketch (not an art project!) can help to deepen our understanding of what
we’re reading.
GUIDED INSTRUCTION: Now let’s try an example together…
We’re going to practice this together. As I’m reading, I want you to make a mental movie in your mind and
draw a sketch in your notes.
Read the following passage from chapter 3 of “Charlotte’s Web”:
The ban was very large. It was very old. It smelled of hay . . . It smelled of the perspiration of tired horses
and the wonderful sweet breath of patient cows . . . It smelled of grain and of harness dressing and of axle
grease and of rubber boots and of new rope . . . . It was full of all sorts of things that you find in barns:
ladders, grindstones, pitch forks, monkey wrenches, scythes, lawn mowers, snow shovels, ax handles, milk
pails, water buckets, empty grain sacks, and rusty rat traps. It was the kind of barn that swallows like to
build their nests in. It was the kind of barn that children like to play in.
Have students draw a sketch as I read aloud. Their drawings should be a combination of details from the
text and images from their schema.
Potential misunderstanding: Students might add details that are illogical, like cell phones or PSPs or
skyscrapers, etc.
LINK: Here’s how you will apply the strategy independently.
Practice this active reading strategy (and the others we’ve learned!) while reading today.
INDEPENDENT PRACTICE: Now you will apply this strategy independently.
Students will complete a “sketch to stretch” as they read their literature circle books. Remind them of their
schedules and the deadlines that they have set for themselves—this is not time to play, and they need to be
responsible for balancing their reading/drawing.
They will also work on completing their Lit Circle Book Journals.
SHARE: Discuss what you learned.
Have students briefly share how the strategy helped them to comprehend their lit circle books.
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WORD STUDY: Building our vocabulary.
New terms:
Review Activity:
CLOSING: Review the key ideas from today’s lesson.
Remind students that all great readers make mental movies in their minds.
HOMEWORK: What will we do tonight?
Complete the first sketch-to-stretch page in your lit circle packet.
Do assigned lit circle reading.
Read 2 steps and obtain 2 signatures (in addition to lit circle reading).
DIFFERENTIATION: How will you meet the learning profiles and interests of all learners?
Independent reading books are differentiated by interest and reading level.
Lit circle books are determined by student interest and reading level.
Active reading strategies.
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STUDENT VERSION
Lesson 10
Good readers can make movies in their minds as they read
Do Now: What should I do as soon as I walk in the room?
The Adventure of the Bruce-Partington Plans
In the third week of November, in the year 1895, a dense yellow fog settled down upon London. From the Monday to the
Thursday I doubt whether it was ever possible from our windows in Baker Street to see the neighbor. The first day Holmes
had spent in cross-indexing his huge book of references. The second and third had been occupied upon a subject which he
had recently made his hobby--the music of the Middle Ages. But when, for the fourth time, after pushing back our chairs
from breakfast we saw the fog drifting past us, my comrade's active nature could take this drab life no longer. He paced
about our sitting-room in a fever of energy, biting his nails, tapping the furniture, and squirming...I was perfectly content to
read quietly.
"Nothing of interest in the paper, Watson?" he said.
Holmes meant anything of criminal interest. There was the news of a revolution, of a possible war, and of a change of
government. This would not interest Holmes. He groaned and resumed his restless pacing.
"The London criminal is certainly a dull fellow." He said in the sad voice of the sportsman whose game has failed him.
"There have," said I, "been many petty thefts." Holmes snorted.
adapted from "The Adventure of the Bruce-Partington Plans" by Sir Arthur Conan Doyle
1. Which of the following words best describes Holmes?
A. curious
C. angry
B. illiterate
D. lazy
2. How is Holmes different than his friend Watson?
A. He is more focused
C. He is happier.
B. He is quieter.
D. He is more restless
CONNECTION: Today’s skill is connected to what we’ve been learning and is important to know.
Yesterday, we began a new unit called “Making Movies In Our Minds.” Today we’ll be talking about
what this means and how it can help us to become better readers.
DIRECT INSTRUCTION: I’ll show you how to do it
All good readers ___________________ ___________________ ______ ___________________
___________________ as they read. The “official” term for making a movie in your mind is
___________________ .
This just means creating a vivid mental picture of what you’re reading—using both the
___________________ ___________________ and your ___________________.
Creating these ___________________ ___________________ helps us to better understand what
we’re reading.
Creating a quick ___________________ (not a masterpiece!) can also sometimes deepen our
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understanding of a text.
GUIDED PRACTICE: Let’s try one together:
As I’m reading, visualize the scene from Charlotte’s Web. Draw a sketch in the space below.
INDEPENDENT PRACTICE: Here’s how you will apply this independently.
Book Title _________________________________ Pages Read ______________________
Student Version
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Lesson 11
Good readers can summarize a short story or novel.
Do Now: What should I do as soon as I walk in the room?
1. _____________________
2. ___________________
3. ______________________
4. ___________________ 5. __________________ 6. __________________
CONNECTION: Today’s skill is connected to what we’ve been learning and is important to know.
We have been learning how to determine the most important details from a story. Today we are going
to learn how to summarize a short story novel.
DIRECT INSTRUCTION: I’ll show you how to do it
Summaries include only the most ________________________details from the story. You concentrate on
what is important and you leave out the ____________ details.
Just like we learned yesterday, when you summarize a story with a plot. You need to focus on the 4
elements of literature. ________________________, _________________ ___________________ , _____________________,
___________________ _________________, and __________________________
When we write summaries it is best to frame our sentences with the following structure:
Somebody wanted _______________________ but__________________so _________________ then_______________________
Somebody
Wanted
But
So
Then
Write your summary below:
GUIDED PRACTICE: Let’s try one together:
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Let’s write a summary for Chapter 10 of the Jumping Tree.
Somebody
Wanted
But
So
Then
INDEPENDENT PRACTICE: Here’s how you will apply this independently.
Now you try writing a summary for chapter 11
Somebody
Wanted
But
So
Then
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Reading Log Sentence Stem starters… Keep this sheet with you at all
times (in your HW folder). Use it to help you make EXCELLENT
comments on your reading log!
We do this to make guesses
about the future and what we
think will happen.
o
o
o
o
o
I predict that…
I bet that…
I think that…
Since this happened (fill in the
detail), then I bet the next thing that
is going to happen is…
Reading this part makes me thing
that this (fill in the detail) is about
to happen …
I wonder if…
We do this when we are confused or
when we want to dig deeper.
o Why did…
o What’s this part about…
o How is this (fill in the detail) like this (fill in
o
o
o
o
o
the detail)
What would happen if…
Why…
Who is…
What does this section (fill in the detail)
mean…
Do you think that…
We do this to connect ourselves with
the text… it brings the text to life.
o
o
o
o
o
o
o
o
o
This reminds me of…
This part is like…
This character (fill in the name) is like (fill
in the name) because…
This is similar to…
The differences are…
I also (name something in the text that has
also happened to you) …
I never (name something in the text that
has ever happened to you)…
This character makes me thing of…
This setting reminds me of…
We do this to engage (keep
ourselves interested) in the text.
When we read we are like movie
critics except for books =)
o
o
o
o
o
o
o
This is good because…
This is hard because…
This is confusing because…
I like this part where…
I don’t like this part because…
My favorite part so far is …
I think that…
We do after we reread a part of
the text that confused us or
when we realize that what we
thought was true is no longer
true.
o
o
o
o
o
o
o
Oh, I get it …
Now I understand…
This makes sense now…
No, I think it means…
I agree with you. This means…
At first I thought (fill in the detail),
but now I think…
This part is really saying…
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