Focused+GR+Lessons

=Learning Support Lesson Plans = toc =  = ==  Character Development   == //An Old Friend//

1.1. Learning to Read Independently 1.3. Reading, Analyzing and Interpreting Literature 1.6. Speaking and Listening
 * Standards**:

-Students will be able to identify specific character traits from the story. -Students will infer why the characters are described this way. -Students will make connections by relating the text to their personal experience. -Students will create an open portrait displaying character traits.
 * Objectives**:

-“An Old Friend” by Linda Johns DRA level 20 -Sticky notes -Chart paper -Open-portrait template
 * Materials**:

Introduction: (**Before** **Reading**) Making connections to background knowledge through teacher questioning: *//Have you ever helped out a friend? What are some ways you can be a// //good friend to someone?// //Have you ever helped (student’s response here) complete a task?// *//This story is call “An Old Friend”, Why do you think it is called this?// *//What are some qualities/characteristics that you look for in a friend?// (Make a list on chart paper) *State purpose  à //In this story you will learn how the characters are good// //friends. As you read think of words that can describe the characters.// Begin reading the story (**During** **Reading**) (Riki, Emma, Sam, Bill, Mr. Walker) //Why did the kids laugh?// //Do you think Mr. Walker moved away?// //......Let’s keep reading to find out.//
 * Procedure**:
 * //Do you know someone who is elderly (//check for understanding of word//)//
 * Title page- explain
 * Read page 2  à //Who are the characters in this story?//
 * Read page 4  à //What do the italicized words mean at the top of the page?//
 * Read pages 6-8  à Student marks pages with sticky notes examples of things Sam does to be a good friend to Mr. Walker.

-go over the student’s examples and discuss what character traits can be used so far to describe Sam. (make a list next to the previous list)

//Do you think the deal they made was a good idea? Why?// //page?// (encouraging) *Read page 16  à  //What was the reason Mr. Walker had to stay?//
 * Read pages 11-12  à //Why did Mr. Walker ask if her could practice keeping him memories through story telling?//
 * Read page 14  à // What is a characteristic that describes Sam on this//

(**After** **Reading**) *Add any character traits to the list. Compare the list to what the students originally thought a good friend was *Have students work independently on an open portrait of the character. (Students draw a picture of Sam’s face on the front and then write words or draw pictures that explain the character’s traits on the back)

-Students verbal response to questions -Completion of character portrait.
 * Assessment**:

Predicting and Sequencing events
//The Royal Babysitters// 1.1. Learning to Read Independently 1.3. Reading, Analyzing and Interpreting Literature 1.4. Types of Writing 1.6. Speaking and Listening -Students will predict what they think will happen in the story from a given set of sequential words. -Students will respond to comprehension questions during reading. -Students will retell the story by verbally highlighting the important events. -Students will compare and contrast their “story impression” writings with the actual text.
 * Standards**:
 * Objectives**:

-The book “The Royal Babysitters” by Joy Cowley -Chart paper -Response prompt
 * Materials**:


 * Procedure**:

**Before** **Reading** *Without showing the students the cover of the book, have them complete a story impression linking the following words from the story: Baby à crying à  doctor à  sleep (Students use these key words from the story to make a prediction about what the story will be about. Words are linked together to tell a story, not used to express unrelated thoughts) *Have students share their stories with each other *Tell the students that the story they will be reading will be using the words that they were given. //Does anyone have a baby brother or sister who has cried a lot? // //(or relative)// // What are ways that you think would be a good idea to get a baby// //to stop crying?// //different from the story impression you wrote. And be able to tell me what events happened in the story.//
 * Making connections:
 * Purpose  à //As you read think about how your story is similar and//

**During Reading** *Begin reading the story, with showing the title page *Read pages 2-5 //Was bringing the baby something to eat a good idea?// *Read pages 6-7 //As you read, when you find out what they try next put// //your thumb up. What did they try next?// *Read pages 8-10 //Do you think bringing in a circus will help the baby// //stop crying? What do you suggest at this point in the story?// *Read pages 12-13 //Why did the King and Queen decide to call the// //doctor? Is this a silly or practical decision, in your opinion?// *Read 14-16 //What was the doctor’s advice? Did that work in the end?//

**After Reading** *Order events from the story through a verbal discussion. *Go around the table and have the students say what event came next in the story. As the students share, have them pick one word from the sentence given and write it on the chart paper. (This will link a connection to the introduction of the story) Example sequence: (bold words indicate new story impression map) The cook dropped off her **baby**. The baby began to **cry**. First king and queen tried to feed her **dinner**. Next they had her watch **TV**. Then they called the **circus**. After that they even tried an **army** **band**. Finally, they called the **doctor**. In the end they all fell **asleep**. *Student will then go back to their seats to individually answer this writing prompt: //Explain one way the text is similar to your original prediction and two way it is different.//

-Participation in group discussion/reading of text. -Writing prompt response
 * Assessment**:
 * -**Completion of Story Impression

- Since students had not used a story sequence before, it would have been more effective to model it first.
 * Comments**:

 ==**Questioning** ==

//Morning Bath// By Joy Cowley DRA 20 Three fold paper strategy. Label each part B, M, E (Beginning, Middle, and End). Read the title and show the students the cover. Allow the student wait time for coming up with questions about the book. Record them in the “B” section of their paper.
 * Before** **Reading**:

Purpose <span style="font-family: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings;"> à Today we are going to continue to work with questioning throughout the story. At the end of each chapter you are going to think of a question and answer any questions you can. After each chapter have the student write a question, and answer previous ones. Questions for chapter 1, 2, and 3 go in the middle space. Chapter 1: // Read this chapter to discover why Mr. Porter is always late for work. // // What does his boss suggest at the end of the chapter? // Chapter 2: // Read this chapter to see if the suggestion works. // Chapter 3: // Read this chapter to find out what unusual thing Mr. Porter does at his work place. // // Why do you think that this brought good business? // Chapter 4 // Read this chapter to find out what Mrs. Porter thinks about all this? // Have the student add a question to the 3-fold strategy paper section “E”. <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Discuss any questions that are not answered.
 * During Reading: **
 * After Reading: **

//How the Giraffe Became a Giraffe// by Neil Bond DRA 24 **Materials**: Piece of paper for each student. Two different colored markers. //What does the word tradition mean? // // What are some things that your family does as a tradition? (holidays, birthdays..) // // A tradition can also be a story that is passed down from one generation to the // // next. // Come up with a “Big Group” question: //How did a giraffe become a giraffe?// Each student will write down this Big Question on a piece of paper to hold on to for the course of reading the book. Then each student will come up with their own personal question just from looking at the cover, reading the title, and by looking at the back of the book. These should be written in the first section of the 3-fold paper. Purpose <span style="font-family: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings;"> à Answering a question. //As you read think about the answer to our Big Question and your own questions as well. Good readers are always asking questions when the read a story but still listen to the words read.// // As we read we will be getting out minds to think about questions. If we are reading and you come up with a question, use our signal, then write it down on the wipe board. It is great if you can come up with more than one question. // Page 4 <span style="font-family: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings;"> à  //I wonder how can a little antelope can scare a cheetah? Make a prediction.// Page 6 <span style="font-family: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings;"> à  //Why do you think would jumping up and down and waving your arms would// // scare away a cheetah? // Page 8 <span style="font-family: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings;"> à // What did the antelope wish for most of all?// Page 10 <span style="font-family: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings;"> à  Each student should write a question they have about the beginning of the story and share with the group. Page 12 <span style="font-family: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings;"> à  //Why did the antelope want longer legs?// Page 15 <span style="font-family: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings;"> à Each student should write a question they have about the middle of the story and share with the group. Page 19 <span style="font-family: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings;"> à  //I wonder if the giraffe will finally be happy with how he looks?// Page 20 <span style="font-family: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings;"> à Each student should write a question they have about the end of the story and share with the group. Page 24 <span style="font-family: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings;"> à  //What happened to the giraffe at the end of the story?// //According to the story, how did the giraffe become a giraffe? //Answer the Big Question Go around the table and have each student share in their own words the answer to this question. Allow think brief think time in order to recall events. // Is this a true story? // //<span style="font-size: 12pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">What is the author’s purpose of this book? //<span style="font-size: 12pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> To tell a traditional tale about how the giraffe got to be the way it is <span style="font-size: 14pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-size: 12.0pt;"> ===<span style="font-size: 14pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-size: 12.0pt;"> === ==<span style="font-size: 14pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-size: 12.0pt;">**Summary** == //Hatty and Tatty and the Deep Blue Sea //by Joy Cowley DRA 14 // Have you ever heard of someone going scuba-diving before? // // What do you think you would see under the water? // Read the title and author of the book. Also read the back cover and explain its significance. Picture Walk to get mind thinking about the possible events (but only go to page 11)
 * <span style="font-size: 14pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-size: 12.0pt;">Questioning **
 * Before Reading: **
 * During Reading: **
 * After Reading: **
 * Before Reading: **

Purpose <span style="font-family: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings;"> à Tell a summary of the book. Remember to state what happens in the beginning, middle, and end. Read to discover what creatures they find underwater. Page 3: //What does the word adventure mean?// Page 5: //Read the next page to find out exactly what they saw.// Page 7: //So what did they end up seeing?// Page 9: Look-Cover-Tell //What else did they see?// Page 10: //Read the next page to find out what there plan was to do next.// Page 11: //So what was Tatty Rat trying to do? But instead what happened?// Page 15: //Read this page to find out what Tatty Rat did to get the crab off his tail.// Page 16: //Let’s find out how the story ended and see what kind of pancakes they had// // instead. Why would this make sense for them? // Tell a summary of the book.
 * During Reading: **
 * After Reading: **

//Tatty Rat and Hatty Rat went on an adventure under the sea. They wanted to find a crab for crab pancakes but the crab got away. So instead they had cheese pancakes.//

<span style="font-size: 14pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-size: 12.0pt;"> ===<span style="font-size: 14pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-size: 12.0pt;"> === ==<span style="font-size: 14pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-size: 12.0pt;">**Problem and Solution** == //Stuck in the Mud// J. Croser **DRA 12 ** //Read the title of this book to me.// //Do you think it would be hard or easy to get out of mud?// //If you did everything you could to try to get out, and still couldn’t get out, what would you do?//
 * Before** **Reading**:

Purpose<span style="font-family: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings;"> à  //When you read this book I want you to think about what the problem is and how the elephant solves his problem.//

Page 2://.What do you think they are going to do with the vines? What is the problem?// Page 4: //Read to find out what his friends try to do first to help him// Page 6: //Let’s read to find out if the vines worked to pull him out.// Page 7: //How do you think they will use sticks to help Ellie?// Page 8: //Did it work to use sticks to try to push him out?// Page 9: //What do you think the parrot can do to help an elephant get out of the mud?// Page 12: //What do you think will happen if the feathers are tickling his nose?// Page 13: //How did Ellie get out of the mud?//
 * During** **Reading**:

//Write for me what the problem and solution are in this book using the organizer provided on Comic Life.// <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">
 * After Reading:**

** Retelling **
//Bingo’s Birthday //Annette Smith **DRA 6 **

//If it is someone’s birthday what do other people usually give them? //(Presents)
 * Before Reading:**

Read the title. //Who do you think is Bingo? How do you know?//

Purpose <span style="font-family: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings;"> à  //At the end of the book you are going to tell me in your own words what this book was about. As you read it would be good to think about the character’s names and what they do in the story.//

Page 3: //Do you think that Bingo is going to like his birthday hat?// Page 5: //Let’s read and find out what he does with his hat.// Point out the word that is shown in bold type. Have the student reread this sentence to show the emphasis on the word. Page 7: //Do you think that Bingo will like the card that Sam made for him?// Page 9: //What did Bingo do to the card? //Make sure student reads with emphasis. Page 11: //Hmmmm I wonder what the dog will do with the present.// Page 13: //What did Bingo do?// Page 15: //Let’s read to find out what is inside the box.// Page 16: //What can Bingo finally do at the end of the book?//
 * During Reading:**

//In your own words tell me what happened in the story. This is called a retelling.//
 * After Reading:**