Lesson Components Standards(Texas Essential Knowledge and ...curriculum.austinisd.org/schoolnetDocs/languageArts/3rd/1st_9wks... · el texto alrededor de la palabra, tales como sinónimos,

Austin ISD Updated August 2015

Grade level: Third Grade Reading Lesson Name: First 20 Days of Reading - Week 3 Grading Period: 1st 9 Weeks, Arc 3 Estimated timeframe: Dual Language –English Language Arts, 9 days (Sept.8-18), 30-35 min. daily Monolingual – 4 days (Sept.8-11), 60 min. daily

These lessons are appropriate for both Monolingual teachers and Dual Language teachers.

Note: There are 5 days of lessons in this week’s plans. You may modify the lessons to condense the academic skills and the Reading Workshop routines and procedures into 4 days of lessons for a 4-day week.

Lesson Components Lesson Objectives: Los estudiantes van a inferir los temas de historias de ficción realista y el significado de palabras desconocidas al considerar cuidadosamente la evidencia del texto, su conocimiento previo y claves de contexto. Los estudiantes completarán inventarios de intereses de lectura y un registro de lectura para animarlos a explorar sus intereses y leer una amplia variedad de géneros y libros. Los estudiantes escribirán una carta de respuesta de lector sobre el aprender nuevas palabras y el sistema de sacar libros de la biblioteca del salón.

Language Objectives: Los estudiantes practicarán destrezas de escuchar y hablar para hacer y contestar preguntas y voltear y hablar con sus compañeros. Van a leer historias de ficción realista y escribirán para descubrir y expresar su entendimiento del tema y significado de palabras.

Prior Learning: Identify moral lessons as themes in well-known fables, legends, myths or stories

Standards(Texas Essential Knowledge and Skills):

Reading Focus TEKS: 3.4 Lectura/desarrollo del vocabulario. Los estudiantes comprenden vocabulario nuevo y lo utilizan al leer y al escribir

3.4B usen el contexto para determinar el significado relevante de palabras poco comunes o para distinguir entre las palabras con significados múltiples y los homógrafos 3. F19 Figure 19 Lectura/Destrezas de comprensión . Los estudiantes utilizan una variedad flexible de destrezas meta-cognitivas tanto en lecturas asignadas como independientes para entender el mensaje del autor. Conforme se van desarrollando como lectores autónomos y críticos, los estudiantes continúan aplicando los estándares previos con mayor profundidad en textos que tienen un nivel más alto de complejidad. F19 (D) hagan inferencias sobre el texto y utilicen evidencia textual para apoyar su comprensión

Embedded Reading TEKS: 3.5 Lectura/comprensión de textos literarios/tema y género. Los estudiantes analizan, infieren y sacan conclusiones sobre el tema y el género en diferentes contextos culturales, históricos y contemporáneos, y proporcionan evidencia del texto para apoyar su comprensión. 3.5A parafraseen los temas y los detalles de apoyo de las fábulas, las leyendas, los mitos o los cuentos

3.2 Lectura/primeras destrezas de la lectura/estrategias. Los estudiantes comprenden una variedad de textos utilizando estrategias útiles cuando sea necesario. Se espera que los estudiantes: 3.2A usen ideas (ej., ilustraciones, títulos, oraciones principales, palabras claves y pistas que permitan hacer presagios) para formular y confirmar predicciones

College and Career Readiness:

Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying lengths.

Draw and support complex inferences from text to summarize and draw conclusions.

Listen effectively in informal and formal situations.

Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing.

Identify new words and concepts acquired through study of their relationships to other words and concepts.

Apply knowledge of roots and affixes to infer the meanings of new words.

Use reference guides to confirm the meanings of new words or concepts.

Austin ISD Updated August 2015

Essential Questions:

¿Qué hacen los lectores para identificar el mensaje que el autor está tratando de compartir?

¿Cómo hacemos inferencias mientras leemos?

¿Por qué el hacer inferencias es una importante destreza de lectura?

¿Qué estrategias podemos usar mientras leemos para encontrar el significado de una palabra desconocida?

¿Por qué el escuchar cómo otros piensan nos ayuda a ver otros significados en la historia?

Enduring Understandings:

Los lectores piensan sobre el personaje principal de una historia y cómo los eventos en ella causan que el personaje cambie, para así encontrar el mensaje o tema de la historia.

Los lectores usan las pistas en una historia y su propio conocimiento previo para inferir significados que no está directamente declarados. Pasaríamos por alto importantes mensajes si no usaremos nuestras destrezas de inferencia.

Hacer inferencias es pensar profundamente sobre un texto. Es importante porque los autores esperan que nosotros llevemos nuestro conocimiento previo al texto y regularmente nos dan pistas de significados que no establecen directamente. Pasaríamos por alto importantes mensajes si no usaremos nuestras destrezas de inferencia.

Para encontrar el significado de una palabra desconocida, los lectores usan claves de contexto encontradas en el texto alrededor de la palabra, tales como sinónimos, antónimos, una explicación, un ejemplo o una definición. Algunas veces el autor nos da señales del significado de la palabra, usando otras palabras para describir a la desconocida.

Las conversaciones de literatura ocurren cuando dos lectores discuten sus propias interpretaciones de la misma historia. Porque todos usan su conocimiento previo, pueden tener ciertas diferencias en las perspectivas e interpretaciones. Escuchar y pensar sobre las ideas de los demás sobre un texto, expande nuestro propio entendimiento y nos causa el pensar sobre el mismo texto de una nueva manera.

Vocabulary Essential: género, tema, ficción realista, argumento, personajes, escenario, problema, solución, inferir, visualizar, claves de contexto, sinónimo, antónimo, prefijo, sufijo, raíz

Lesson Preparation

“Trash Can” Items for what can I infer with my teacher’s trash Engage Activity

Inferring Theme Graphic Organizer

Realistic Fiction and Non Fiction Texts

Context Clues Foldable

Reading Interest Inventories and Logs

Find Someone Who Context Clues game

Post It Notes

Colored Pencils for Partner Work Tier 2 Words - In the book, Bringing Words to Life, Beck et. al. (2013) describe three types of vocabulary words: Tier One (basic words such as time and store), Tier Two (high frequency words such as coincidence and fortunate), and Tier Three (low-frequency words such as ozone and communism). They suggest that for instructional purposes, teachers should focus on Tier Two words rather than Tier One or Tier Three. Most students already know Tier One words, and Tier Three words should be taught at the point of contact, during content-specific instruction, or as they occur in reading. To determine Tier Two words, teachers can ask themselves: How useful is the word? Is it a word that students will encounter often in their texts? Recommended Texts: From Treasures textbook:

“First Day Jitters”, pg. 10-27 “Amazing Grace,” pages 38-57 “My Very Own Room,” pg. 116-137

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Treasures Leveled Readers: “The New Hometown” “Heatwave”

Other Recommended Books: The Art of Miss Chew, by Patrica Polacco The Royal Bee, by Francis and Ginger Park The Storyteller's Candle, by Lucis Gonzalez From North to South, by Rene Colato Lainez My Great-Aunt Arizona, by Gloria Houston Back to School, Mallory, by Laurie Friedman Old Henry, by Stephen Gammell Spanish Recommended Texts from Tesoros:

“İQué nervios! El primer día de escuela”, pg. 54 “Mi propio cuartito” pg. 124 “Un Castillo en la calle Viola”, p. 261

Other Recommended Spanish Books: A clase otra vez, Mallory, by Laurie Friedman Algo especial para mí, by Vera B. Williams Un sillón para mi mama, by Vera B. Williams No, David!, by David Shannon Que monton de tamales!, by Gary Soto Me llamo Yoon, by Helen Recorvits Con Mi Hermano , by Eileen Roe Ruby, mono ve, mono hace, by Peggy Rathmann La asombrosa Graciela, by Mary Hoffman Noche de humo, by Eve Bunting

Anchors of Support

Genre Anchor Chart Tabla de géneros

Géneros de ficción

Género Descripción

ficción histórica una historia que toma

lugar en un tiempo

específico del PASADO.

ficción realista una historia inventada

pero que pudiera

suceder.

fantasía un libro con magia o

animales que hablan.

cuento tradicional/ una historia inventada

cuento de hadas contada a través de

generaciones.

misterio historia de suspenso

que incluye pistas y un

evento extraño.

aventura/ tiene peligro y riesgo,

acción una ruta, emoción

OTRO

poesía una historia con

patrones y rimas.

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Context Clues Anchor Chart Reader’s Workshop Guidelines Example Tabla de anclaje de claves de contexto

Usando claves de contexto . Detective de palabras. Ejemplos -como -tales como -o Un dispositivo, tal como un teléfono o un reproductor de mp3, puede ser caro. Sinónimos (lo mismo) El zorro corrió velozmente por los árboles y voló fuera de la vista. Definición La ciénega, o pantano, era un lugar mojado y sofocante. Partes de la palabra ¿Hay algún prefijo, sufijo o raíz que pueda ayudarnos? Antónimos (opuesto) Ella supo que la taza no era frágil cuando sintió su firme asa y sus gruesos lados.

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Guidelines for readers workshop anchor chart Tabla de Guías del taller de lectura

How Are We Learning? Partner Expectations, Group Work Expectations, Independent Work Expectations, Whole Class Expectations

Guías del taller de lectura Mini lección: -mirada hacia la persona que habla -ser un participante activo -esperar a ser llamado para participar -usar una voz lo suficientemente fuerte para que todos escuchen -todos deben estar presentes Lectura independiente: -leer un libro adecuado -esforzarte para pensar mientras lees -usar estrategias aprendidas en las mini lecciones -parar y hacer notas rápidas en notas adhesivas -escribir una respuesta -reunirse con el maestro -murmurar al hablar -permanecer en un solo sitio de lectura -no pretender que lees Cierre/Compartir: -reflexionar sobre tu lectura/pensamientos -compartir las estrategias que probaste

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¿Cómo estamos aprendiendo? Expectativas para trabajar con una pareja, en grupo pequeño, independientemente y con todo el grupo Inferencing Anchor Chart Tabla de anclaje de inferencias

¿Cómo estamos aprendiendo? Independiente -en silencio -concentrados en su trabajo -levantar la mano para pedir ayuda (después de haber usado los recursos) Compañero -tomar turnos -una persona habla, la otra escucha -todos son responsables -voces bajas -contacto visual Grupos -dar a cada miembro del grupo oportunidad de hablar -respetar las ideas de los demás -trabajar juntos -voces bajas -hacer tu parte Todo el grupo -escuchar a los otros -levantar tu mano para hablar -poner atención al maestro -participar en la discusión – compartir tus ideas

Hacer inferencias… poner las piezas juntas (inferir, infiriendo, inferencia) conocimiento previo pistas del texto conocimiento previo pistas del texto Poner todas las piezas juntas es inferir

Austin ISD Updated August 2015

Theme Anchor Chart Tabla de anclaje de tema

Differentiation

Strategies

Special Education: For students with reading difficulty, fine motor (esp. writing) challenges, visual challenges, ADD or other difficulty focusing when overloaded with text, provide a double spaced copy of the text with an extra wide margin on the right. This will help allow them the space to take notes (and less text on the page is less distracting or intimidating). Refer to the student’s IEP for other routinely offered accommodations

English Language Learners: Prepare student copies of the text with tier 2 words bolded or underlined. Do not introduce or discuss difficult words prior to reading the text, as word work is part of the process of Shared Inquiry.

Extension for Learning: Have students create their own Kahoot! Game using vocabulary words from their Independent Books. Here is a link on how to set up your own account with Kahoot! https://create.kahoot.it/#login

21st Century Skills

Work Creatively with Others • Develop, implement and communicate new ideas to others effectively • Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work

Communicate Clearly • Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts • Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions • Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade) • Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impact • Communicate effectively in diverse environments (including multi-lingual)

English Language Proficiency Standards: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners.

Tema La moraleja, mensaje o lección de una historia. El corazón de la historia. -El tema muchas veces es inferido- valor, honestidad, familia, celos, creer en ti mismo, miedos, amabilidad, respeto, aceptar a los demás, trabajo en equipo, descubrimiento, persistencia, bondad, ser feliz contigo mismo, amor, superar obstáculo, auto conocimiento

Austin ISD Updated August 2015

Lesson Cycle

Engage

Using an adaptation of an idea from Tanny MacGregor, the author of Comprehension Connections: Bridges to Strategic Reading, have students make inferences about your teacher trash.

Prepare ahead of time “trash” items from which you want your students to draw conclusions

After defining inferencing to your students (see Inferencing Anchor Chart in the Anchors of Support section of this lesson plan), show them the trash can and begin to pull out its contents. Explain that they are going to make inferences about you based on what is inside.

Record their responses on a chart (as shown.) Instead of trash, you could use items in your purse or school bag.

Make the connection that this week we willl be using our inferencing skills to figure out the meanings of unknown words and identify theme in Realistic Fiction.

Lesson stages

Day 1 - Realistic Fiction: Reviewing Theme

SE Focus Lesson

Begin a Shared Reading with the selection from the Treasures textbook: “Amazing Grace” Vol. 1 pg. 38 or a realistic fiction read aloud of your choice that has good vocabulary words and a recognizable theme. Focus your questions on making and confirming predictions as outlined in SE 3.2A.

Stop at various points during the read aloud (before, during, and after) to think aloud about the kinds of thoughts you have while reading to reinforce the previous week’s ‘Reading is Thinking’ lessons. Ask students to name the story elements they learned last week to spiral learning.

Prompt the students to volunteer any noticings and characteristics about the book, and list them on chart paper or use a digital tool such as Inspiration or Padlet (here is a link to help you incorporate Padlet in your classroom: https://padlet.com/)

Create a working definition from student responses of the realistic fiction genre on the Genre Anchor Chart used in Week One.

ACTIVITY 1 Reinforce and model Turn and Talk and Good Listener expectations.

With partners, have the students infer the theme of “Amazing Grace” using this graphic organizer. Have the students draw a 3-column chart in their Writing to Learn Journals:

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Infiriendo temas

Describe al personaje principal

Describe cualquier cambio en el personaje principal, usando evidencia del texto para apoyar tus pensamientos (piensa en el problema y la solución)

¿Por qué el autor incluyó este cambio y qué lección de vida nos enseña?

Have partners use Turn and Talk to help them think about what would go in each box. Allow time for the students to write their ideas in the graphic organizer to find the theme for “Amazing Grace”.

Reinforce and Model Turn and Talk and Good Listener expectations.

During Activity 1 the teacher actively monitors the partner’s discussions, checking for understanding, clarifying instructions, and/or scaffolding instruction.

Have partners Turn and Talk with another set of partners about what they inferred, and then lead a class discussion about the theme.

ACTIVITY 2 – Independent Reading Review Independent Reading Expectations from Week One, and have students read for a specific amount of time, gradually increasing the amount from the time from one day to the next.

During independent reading today, have the students explore other realistic fiction books (a book flood), or with the realistic fiction texts from the Treasures textbooks or leveled readers as listed in the Lesson Preparation section.

Give each table group a basket with books from the realistic fiction genre, but also add some non-fiction texts to the mix.

Have them talk about the characteristics of the text they see in the books, and if they are noticing the differences between the texts. Begin a class T-Chart for fiction and nonfiction texts.

Have the students note on sticky notes the basic text features that distinguish fiction and non-fiction to add to the chart.

Explain to the students that there are good reasons for balancing our reading between fiction and nonfiction texts (building vocabulary, learning about various topics through different genres, etc.)

Allow time for students to browse and read from both types of text.

Have students use sticky notes to mark unknown words from today’s independent reading and have them move the unknown words to their Reader’s Notebooks for tomorrow’s lesson.

While the students are reading, continue Reading Conferences with your students.

You may also use this time to do an informal reading inventory to begin grouping for Guided Reading.

Whole Group Closure

Have 1-2 students share what they read today. Have them share the text features in their independent reading book that tell them whether the book is fiction or nonfiction.

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Day 2 - Determining the Meaning of Words Using Context SE Focus Lesson

Using the read aloud from the previous day, choose 3-5 Tier 2 vocabulary words. See the Lesson Preparation section for an explanation of Tier 2 vocabulary words.

If you are using “Amazing Grace” or any Treasures text the Tier 2 words are highlighted within the text.

Begin an anchor chart that looks like this:

Palabra de vocabulario

Partes de la palabra ¿Hay algún prefijo, sufijo o raíz de palabra?

Sinónimos (iguales) o antónimos (opuesto)

¿El significado es explicado en la oración anterior o la siguiente?

¿El texto incluye ejemplos? *como *tales como *o

Significado que predecir

Think aloud to model how to use each specific type of clue to determine the word

meaning.

Depending on the prior knowledge of your students, you may want to review prefixes and suffixes and have lists available for student reference.

Use explicit instruction in recognizing the clues and using them with each vocabulary word. Some words may use some of the clues, and some words may not use any of these clues.

If none of the clues are helpful, then have the students try a fill in the blank strategy: read the sentence leaving out the vocabulary word and fill in the blank with a word that makes sense.

Students need lots of strategies to determine meaning, and this is a skill that needs to be spiraled throughout the year. Keep this anchor on display or in a place where students can easily find these strategies.

ACTIVITY 1

The students will now work with a partner to read together a short text with good vocabulary examples. In Treasures, there are short stories written for vocabulary development before every main selection.

Review expectations for Partner Work.

Have the students create the a shortened version of the above chart in their Reading Notebooks:

Palabra de vocabulario

Partes de la palabra

Sinónimos o antónimos

¿Está explicado el significado?

Ejemplos en el texto

Significado que predecir

Instruct students to read the selection with their partners and choose one unfamiliar word. Have them record the word in the first column of the table in their notebooks. Partners will work together to look for word parts, synonyms or antonyms, a meaning that is explained in the text, or examples in the text. Finally, they will predict the meaning of the word.

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ACTIVITY 2

Encourage students to read today from the realistic fiction genre, or have them finish a book they have started.

Students should think about words they come across for which they don’t know the meaning. They should mark the word with a Post It Note and think about the context clues strategies they used today. What strategies can help them figure out the meaning?

They can also refer to the words they found in yesterday’s reading, words for which they do not know the meaning.

Review Independent Reading Expectations, and have students read for a specific amount of time, increasing the amount from the day before.

Also during this time, continue Reading Conferences and informal reading inventories. Whole Group Closure

Have students share the words they marked and the context clues strategies they used today. What do they predict is the meaning of the word they marked?

Day 3 - Determining the Meaning of Unknown Words with Context Clues Remind students daily of the Whole Group Lesson Expectations. SE Focus Lesson:

Review the Context Clues anchor and the strategies from yesterday’s lesson.

Model for students how the ‘Find Someone Who’ game is played using a word from a recent book you have read aloud. (A copy of the game can be found at the end of this lesson plan.)

Explain how the game will be played: Each student will receive a copy of the ‘Find Someone Who’ game with a vocabulary word already written in, and a sentence that includes the word. Students will be given 10 minutes to circulate through the room and ask their classmates for the answers to the questions on the sheet. Each answer should come from a different student. They need to talk in quiet voices and give the speaker their complete attention. When they have found all the answers on their game card, students should return to their seats.

ACTIVITY 1

Students play the ‘Find Someone Who’ game with a vocabulary word already written on their game card and a sentence including that word. Depending on your students, the words may be somewhat familiar to them because you want them to practice and reinforce the strategies learned yesterday.

Give students 10 minutes to circulate through the room and ask their classmates for the answers to the questions on the game caard.

Circulate among students, noting students’ responses and assessing their understanding.

Encuentra a alguien que….

Palabra en oración Puede darte un sinónimo de la palabra

Puede decirte un antónimo de tu palabra

Prefijo Raíz Sufijo

Puede visualizar y dibujar la palabra Puede darte un ejemplo (oración completa) de tu palabra.

Puede hacer una inferencia de tu palabra basada en las pistas y lo que sabe.

Escribe el significado de la palabra.

Austin ISD Updated August 2015

ACTIVITY 2 Review expectations for Turn and Talk.

Have students Turn and Talk to each other about the ‘Find Someone Who’ game, analyzing the responses they received about their word and predicting the meaning of the word, based on the responses.

Have students share with the whole class their predicted meaning and which clues helped them to arrive at that meaning. Teacher should clarify any misunderstandings about word meanings.

Provide time for students to read independently, thinking about the strategies they can use to determine the meaning of words they don’t know.

Whole Group Closure:

Reinforce and remind students about your Reader’s Workshop Expectations.

Ask your students to contribute to these expectations and create an anchor chart for Procedures for Reader’s Workshop. See an example in the above Anchors of Support section of this lesson plan.

Day 4 – Reading Interest Inventories

SE Focus Lesson

Tell your students that today you are going to help them discover their reading interests.

Explain to them that keeping a list of their reading interests will help them think about the types of books that they will enjoy reading. The reading inventory also helps the teacher to recommend books to students.

Using one of the reading interest inventories found on Laura Candler’s website, model for students how you fill out the inventory (think aloud) and show how you can use this information to guide your book selection.

http://www.lauracandler.com/filecabinet/literacy/PDFRead/ReadingInterestInventories.pdf

Have your students complete one or all of the reading interest inventories found on Laura Candler’s website.

Have the students glue the reading interest inventories into their Reading Notebooks. ACTIVITY 1 Have students share their reading interest inventories with their partner. The listening partner will recommend certain types of books based on the reader’s interests. ACTIVITY 2

Ask students to share with their partner the expectations for independent reading.

Allow time for independent reading. Remind students to mark with a Post It Note any words they come across for which they do not know the meaning.

In their Reading Notebooks, students write the word(s) they did not know and write the strategy they used to predict its/their meaning.

Conduct reading conferences and reading assessments to get to know your students reading preferences and abilities.

Whole Group Closure

Ask two students to share with the class the words they entered into their Reading Notebooks today. They should also share the strategies they used to determine the word’s meaning.

Austin ISD Updated August 2015

Day 5 - Keeping a Reading Log and Assessing Strategies for Word Meaning

SE Focus Lesson

Tell the students that today you will show them how to keep a list of books they’ve read so they can evaluate the variety of their reading.

This reading log can be organized in many ways. One suggestion is to divide the Reader’s Notebook into sections using colorful Post It Notes as dividers: the first section could be used for reader’s responses, another section could be used for reading lessons and notes, and another section could be used for the reading log. A separate reading folder can also be used to store the reading log. (This is really a teacher preference based on student supplies.) A sample reading log is attached at the end of this lesson.

Introduce the system of record keeping, response and notes you want your students to maintain during the rest of the school year. During these first 20 days, you will need to help students remember where to store these pages and where to write notes and responses.

Ask students why they think it might be important to keep a list of books they’ve read. Guide their responses to include: - So they can feel a sense of accomplishment - To see how much they are reading - To see about how long it takes to finish a book - To see patterns in the types of books they are reading (favorite genre, series books,

same author, recommended books, etc.)

Tell them that all readers tend to read many of the same kinds of books, but it is important for them to try new genres too. Reading a wide variety of books expands their thinking power, introduces them to new topics and new vocabulary, and challenges them to find new favorites.

ACTIVITY 1

So far this year your students have learned about fantasy, folktales, and realistic fiction. Have they tried reading 1-2 books in each of these genres? Can they speak from their reading experience and tell the differences between these genres?

Have students Turn and Talk with a partner about which books they have read so far this year. They should briefly compare and contrast the different characteristics of these genres of books.

So far this year, your students have learned many different types of thinking readers engage in while reading. Can they name some of these different ‘reading is thinking’ strategies? How does ‘learning new vocabulary’ fit into this list of ‘reading is thinking’ strategies? Have students Turn and Talk about these questions.

ACTIVITY 2 - Written Reflection Reinforce and model Independent Work Expectations

Have students write independently in their Reader’s Notebooks a reader’s response letter to answer these questions: - Why would a reader need a plan when it comes to learning new words? - How do context clues help discover the meaning for unfamiliar words?

Review your procedures for writing reader’s response letters based on how you have taught this in your writer’s workshop.

Model for students how you want them to sign out books from your classroom library.

This can be something as simple as a signing books out on a clipboard, or using a pocket chart.

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Explain to your students how you want them to put books back into your classroom library as well.

Closure

Activity

Have students create a silent poster that shows the variety of strategies they can try to figure out an unknown word.

Provide one 8 ½ x 11 paper for each partner group. They write ‘Estrategias para descubrir una palabra desconocida’ in a circle in the center. Students write in two different color pens and take turns to add the strategies in random order in the open space around the outside of the circle. Partners may not talk to each other or help each other as they create their silent poster.

Now the partners can talk to one another as they add examples of each strategy to fill in the empty spaces on their poster. The examples may come from stories they read together in class or from their independent reading books. Encourage artistic expression to make their posters visually appealing.

Check for Understanding (Evaluation)

Formative:

Teacher observations with Turn and Talk activities

Monitor independent reading

Keep anecdotal notes while students are working with partners and groups. Use these notes to help guide further direct support for students in needing differentiation strategies

Inferrring Theme partner work

Context Clues foldable partner work

Reading Interest Inventories

‘Find Someone Who…’ game

Summative:

Reader’s Response Letter Day 4 Silent Posters Day 5

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Infiriendo temas

Título Describe al personaje principal Describe cualquier cambio en el

personaje principal, usando evidencia del texto para apoyar tus pensamientos (piensa en el problema y la solución)

¿Por qué el autor incluyó este cambio y qué lección de vida nos enseña?

Infiriendo temas

Título Describe al personaje principal Describe cualquier cambio en el

personaje principal, usando evidencia del texto para apoyar tus pensamientos (piensa en el problema y la solución)

¿Por qué el autor incluyó este cambio y qué lección de vida nos enseña?

Austin ISD Updated August 2015

Encuenta a alguien que…

Palabra en oración Puede darte un sinónimo de la palabra

Puede decirte un antónimo de tu palabra

Prefijo Raíz Sufijo

Puede visualizar y dibujar la palabra.

Puede darte un ejemplo (oración completa) de tu palabra.

Puede hacer una inferencia de tu palabra basada en las pistas y lo que sabe.

Escribe el significado de la palabra.

Austin ISD Updated August 2015

Lector____________________________________

Registro diario de lectura

Fecha Título de libro Autor Páginas