April 23, 2013
Shared reading text: Bully by Judith Caseley
Common Core Standards:
Key Ideas and Details
CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details.
Craft and Structure
CCSS.ELA-Literacy.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
CCSS.ELA-Literacy.RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
CCSS.ELA-Literacy.RL.1.6 Identify who is telling the story at various points in a text.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
Objective: To strengthen student’s comprehension strategies and develop their active reading abilities by teaching readers that they can use aspects of a book to infer meaning using illustrations as well as text when they are reading to help them to think about what is going on in a story and then better comprehend what the story is about.
Focus: To emphasize the use of making inferences using all aspects of a book as a means of thinking about and comprehending texts.
To begin the lesson the teacher will begin with a discussion on review reading strategies the children already know and discuss how these strategies can help them as readers. Then the teacher will explain to students that when reading we have learned to infer what a character might be feeling based on the illustrations in the text. She will ask the children what they think the word infer means. After a few student responses she will explain that infer means to understand what is happening in the text without the author actually telling us. She will explain that inferring is about reading faces, reading body language, reading expressions, and reading tone as well as text. She will ask the children if they can think about the word inference, what it means, and any examples of inferring that they may know. After a few student responses she will explain that Inferring is a reading strategy to be used as a means of ensuring that we understand stories we read. We will then discuss inferring in our everyday lives (the weather, how our mom or teachers might be feeling). It will be emphasized that when we make infer we use our brain to really think about what we already know; in books when we infer using the pictures and text we can get a better understanding of what is happening in the story. Key Questions:
* What are reading strategies?
* Why do we have reading strategies?
* Where can you find the reading strategies if you get stuck? * What reading strategies do you know and use already?
* Why do you use them?
* What do you think the word infer means?
* Can you think of examples of when you have made an inference? * Why might good readers make an inference?
Whole Group Teaching/Active Engagement: The teacher will focus the children’s attention on the selected book, Bully. She will ask the children to look at the book and think about what they see depicted on the cover. She will t them what they can infer just by looking at the cover and reading the title. Then ask the children to listen carefully as she reads the first two pages of the book. Once completed the teacher will ask the children to close their eyes and think about what they just heard in the first two pages of the text. After a few moments she will ask them to make an inference about what they think is happening in the story. She will ask the children to “turn and talk” to share...