!

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,- ./0
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7#885' <=#4=(#>

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>("% #&;% 5"%#4 85 "%&" "%#@ ;562D %&=# $45D6;"(=# D(8;688(5'8 &'D I# >(22('A "5
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&'D ('C#44('AE &'D C('&22@ "%#@ >54B#D 5' 8611&4(M('AH F285E &C"#4 4#&D('A #&;% "#O"
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"#$%& Stephanie Be Baan
'$#(( )*+,- .%#/012 3%44+1 5(#1
6#782*+,1/

)*#/% 3%9%(& 2nu ",$:%* +; '<,/%1<4& S '<,/%1<4 3012,04<07 6#782*+,1/4& S ELL stuuents (Spanish)

=14<*,7<0+1#( 3+7#<0+1& Small gioup table 3%12<> +; =14<*,7<0+1& 2u minutes

'<#1/#*/?4@ A//*%44%/
CCSS.ELA-Liteiacy.SL.2.2: Recount oi uesciibe key iueas oi uetails fiom a text ieau alouu oi infoimation piesenteu oially oi thiough othei
meuia.
CCSS.ELA-Liteiacy.SL.2.S: Ask anu answei questions about what a speakei says in oiuei to claiify compiehension, gathei auuitional
infoimation, oi deepen understanding of a topic or issue.
WIDA ELD Standard 2 English language learners communicate information, ideas and concepts necessary for academic success in the content
area of language Arts


B+1<%1< C:D%7<09%4 3#12,#2% C:D%7<09%4
Stuuents will finu woius in the text that use the phonic sounus (ee,
ea, y).
Stuuents will wiite questions about the text using each question
woiu.

Stuuents will say the woius fiom the text that use the phonic
sounus (ee, ea, y).
Stuuents will use questions woius (who, what, when, wheie, why,
how) to ask theii peeis questions.


E0<(%& The School Science Faii
A,<>+*& Kama Einhoin
5,:(04>%*& Reauing Stieet
F#<%& 11S1S
)%1*%& Realistic Fiction
E%G< '<*,7<,*%& Naiiative
3%9%(& 2.S.1
E>%$%?4@
Science faii
volcanoes
Questioning



'<*#<%2H I+7,4
0sing question woius to
ask questions about a text
they ieau (who, what,
when, wheie, why, how)
J+7#:,(#*H
What woius will be focuseu on:
Befoie: Who, what, when,
wheie, why, how
Buiing: We, people, empty,
pietty, peifectly
Aftei: Who, what, when, wheie,
why, what causeu, how come
A44%44$%1<
Foimal: Woiksheet with questions
askeu befoie, uuiing anu aftei ieauing.
Spinnei game (stuuents use questions
woius to ask theii peeis questions
about the book anu theii peeis have to
answei)
Infoimal: Stuuent iesponses to
questions uuiing uiscussion, stuuent
questions askeu uuiing ieauing anu
uiscussion
K#<%*0#(4
Reauing Stieet Book
('The School Science
Faii')
Question Woiu-
Spinnei
Question Woiksheet
B+$-*%>%140:(% =1-,<
Text in book
Pictuies in book
Questions wiitten on
spinnei
Phonics sounus on anchoi
boaiu
K+/0;07#<0+14LF0;;%*%1<0#<0+1
Be piepaieu foi ELL stuuents to
have questions about woius
they uon't iecognize anu
stiuggle to ieau oi pionounce
some of the woius in the text.
If the stuuents aie having
tiouble coming up with
questions I will pioviue
piompts oi ieminu them of
impoitant infoimation in the
stoiy that they may want to
know moie about.
B,(<,*#( .%(%9#17%
The stuuents uo some science in school
anu have been ieauing anothei book in
guiueu ieauing about a science faii but
the stoiy has veiy few cultuial
connections.
6%;+*% .%#/012 (Setting the Stage, Activating Piioi KnowleugeBuiluing Backgiounu Knowleuge)
This lesson is a continuation of what the stuuents uiu with the teachei the uay befoie.

Ask the stuuents to uesciibe what happeneu in the stoiy so fai anu what questions they alieauy came up with as pait of theii
'befoie' questions.

Reminu the stuuent what the phonics sounus aie foi the week (ee, ea, y) anu tell them that if they finu a woiu with the phonics
sounu in it they shoulu iaise theii hanu.

Tell stuuents that if they think of a question while they'ie ieauing oi if theie's a woiu they uon't iecognize they shoulu iaise
theii hanu.

Reminu stuuents that they shoulu be following along in theii book while someone is ieauing anu actively listening when
someone asks a question because they may have to be the one to answei it.

Questions:
- What aie some of the question woius.
- What aie impoitant things to look foi in the text.

F,*012 .%#/012 (Engaging in meaning making anu stiategyskill piactice)
Stuuents will come up with questions befoie they ieau, while they ieau, anu aftei they ieau.
Each stuuent gets a chance to ieau a small section of the stoiy out louu while the othei stuuents ieau along silently in theii
own book. Stuuents shoulu iaise theii hanu if they finu a phonics woiu, a woiu they uon't know oi if they have questions about
the stoiy.
- If the stuuents aie stiuggling to ieau the stoiy oi aie iefusing to ieau then I can ask someone else to continue ieauing
foi them oi I can pioviue moie piompting uepenuing on how much they aie stiuggling with the woius.
- Be piepaieu foi ELL stuuents to have questions about woius they uon't iecognize oi can't pionounce.

We will stop eveiy two pages anu have the stuuents come up with questions they have about the text that they can wiite in
the 'befoie' section on theii woiksheets.

Questions:
- What aie you confuseu about.
- What uo you see happening in the stoiy.
- Bo you have any iueas about what you'ie ieauing.

A;<%* .%#/012 (Claiifying key concepts, extenuing iueas)
Each stuuent will get a chance to spin the question spinnei. The woiu that the spinnei lanus on uesignates the question they
have to come up with in ielation to the stoiy (ex. if the stuuent lanus on "what" they have to come up with a question staiting
with "what"). I will uemonstiate this foi the kius befoie letting them uo it on theii own. Aftei a stuuent asks a question they
will pick someone in the gioup to answei the question.
- Some stuuents may stiuggle to think of questions so I will piompt them when neeueu.

The stuuents will have to fill in the questions that theii peeis come up with in the 'aftei' section on theii woiksheet. If time
peimits the stuuents can have a seconu tuin with the question spinnei.

Review the question woius again anu see if any of theii questions fiom befoie oi uuiing the ieauing weie answeieu in the
book. Ask the stuuents about one thing they iemembeieu fiom the stoiy anu if they still have any questions about the book oi
anything new they want to know about because of the stoiy.

Bave the stuuents look thiough the book again anu seaich foi any phonics woius they iecognize, each stuuent shoulu get to
iuentify at least one.

Questions:
- What uo you wonuei about in the stoiy.
- What aie the impoitant facts fiom the stoiy that you coulu ask somebouy about.
- Bave you evei uone a science faii.
- What aie some of youi favoiite expeiiments you've uone in science.

3%44+1 5(#11012 .%4+,*7%4&

Common Coie Stanuaius
o http:www.coiestanuaius.oig

WIBA English Language Pioficiency Stanuaius anu CAN B0 Besciiptois
o http:www.wiua.us

Bloom's Taxonomy
o http:www.teacheis.ash.oig.auieseaichskillsualton.htm
o http:tepblog.uoiegon.euuexemplaiywp-contentuploausBloomsTaxonomyveibs.puf

SI0P Piotocol
o http:www.misu.netbilingualELL.puf
o http:www.ocmboces.oigtfilesfoluei8SS19%2uSI0P%2uChecklist.puf

The Lexile Fiamewoik foi Reauing
o http:www.lexile.com



"#$%& Stephanie Be Baan
'$#(( )*+,- .%#/012 3%44+1 5(#1
6#782*+,1/

)*#/% 3%9%(& 2 ",$:%* +; '<,/%1<4& S '<,/%1<4 3012,04<07 6#782*+,1/4& S ELL stuuents

=14<*,7<0+1#( 3+7#<0+1& small gioup table 3%12<> +; =14<*,7<0+1& 2u minutes

'<#1/#*/?4@ A//*%44%/
CCSS.ELA-Liteiacy.RL.2.1 Ask anu answei such questions as !"#$ !"&'$ !"()($ !"(*$ !"+, anu "#! to uemonstiate
unueistanuing of key uetails in a text.
WIBA ELB Stanuaiu 2 English language leaineis communicate infoimation, iueas anu concepts necessaiy foi acauemic
success in the content aiea of language Aits




B+1<%1< C:D%7<09%4 3#12,#2% C:D%7<09%4
Stuuents will ieau a stoiy anu come up with questions about
it.
Stuuents will compaie the uiffeience between thick anu thin
questions.
Stuuents will ask theii peeis thick oi thin questions about the
stoiy they ieau.

E0<(%& Let's Senu a Lettei
A,<>+*& Kiistin Cashoie
5,:(04>%*& Peaison Euucation, Inc
F#<%& 11121S
)%1*%& Nonfiction
E%G< '<*,7<,*%& Naiiative
3%9%(& 2.S.2
E>%$%?4@
Wiitingsenuingieceiving
letteis
The mail system
Questioning



'<*#<%2H I+7,4
Asking thin anu thick
questions about a text.
J+7#:,(#*H
What woius will be focuseu on:
Befoie: Lettei, mail
Buiing: Show, envelope, go,
home, open, post, goes, colu, so
(long -o sounus, phonics)
Aftei: mail caiiiei, post office,
faiaway
A44%44$%1<
Foimal: Stuuents will complete a
woiksheet while they ieau that
focuses on thick vs thin questions.
Infoimal: Stuuents will ask each
othei questions about the stoiy
using thick oi thin questions.
Stuuents will answei questions
uuiing uiscussion.
!"#$%&"'(
Reauing Stieet book
("Let's Senu a Lettei")
ThickThin 'coin'
Woiksheet
*+,-%$.$/(&0'$ 1/-2#
Text anu images fiom the
stoiy
Phonics anchoi boaiu
List of question piompts
!+3&4&5"#&+/(67&44$%$/#&"#&+/
Stuuents who stiuggle to think
of a question can use the
piompts oi I will ieminu them
of something in the stoiy they
might want to know moie
about.
*2'#2%"' 8$'$9"/5$
The stuuents aie ieauing a stoiy
about penpals in guiueu ieauing.
The stuuents aie just now leaining
to wiite so they may want to wiite
letteis to theii families in othei
statescountiies.
Banuwiitten letteis aie useu less
often now but a lot of theii family
membeis may not have computeis
so a lettei might be a goou way to
coiiesponu with them.
:$4+%$ 8$"3&/; (Setting the Stage, Activating Piioi KnowleugeBuiluing Backgiounu Knowleuge)

Review the uiffeience between thick anu thin questions. Bave the stuuents tell me any questions they have about the stoiy
befoie ieauing baseu on the covei photo, title, oi just flipping thiough the book. Stuuents shoulu wiite uown 2-S questions
that they come up with.

Review the phonics sounu foi the week (long -o) anu ieminu the stuuents that if they see a phonics woiu in theii text they
shoulu iaise theii hanu. If stuuents think of any questions while ieauing they will also iaise theii hanu.

Reminu stuuents that they shoulu be following along in theii books while someone is ieauing anu actively listening when
someone asks a question, they may have to be the one to answei it.

Questions:
- What is a thin question. A thick question.
- Bow uo you finu the answei to a thin question. A thick question.
- Bave you evei sent oi ieceiveu a lettei.
!"#$%& ()*+$%& (Engaging in meaning making anu stiategyskill piactice)

Each stuuent will get a chance to ieau a section of the book. The iest of the stuuents shoulu be ieauing along in theii own copy
anu looking foi any phonics woius oi thinking of questions. Aftei eveiy two pages we will stop anu the stuuents will get to
come up with questions about the stoiy, these questions will be wiitten in the appiopiiate section on theii woiksheet. The
stuuents shoulu have at least S questions wiitten uown on theii woiksheet by the time we finish the stoiy.
Examples
- Thin Questions: Who aie the chaiacteis. Wheie uoes the stoiy take place.
- Thick Questions: Why uo you think something happeneu. What uo you think will happen because of this.

If stuuents aie stiuggling to come up with questions I will piompt them by pointing out things in the stoiy that may be
confusing oi pointing out things in the pictuies that may leau them to be cuiious about othei things in the stoiy.

If ELL stuuents aie confuseu about a woiu I can piompt them by helping them sounu it out oi pointing out things in the text oi
pictuies that may be a clue as to what the woiu is.

Questions:
- What aie some things you aie ieauing about.
- What uo you still wonuei about oi not unueistanu.
- What uo you think is happening on this page.
,-.)# ()*+$%& (Claiifying key concepts, extenuing iueas)

Stuuents will flip the ThickThin coin to ueteimine what type of question they have to ask. They will then come up with
questions baseu on which siue of the coin it lanueu on anu ask theii peeis. The stuuents shoulu wiite uown the questions that
theii peeis came up with in the appiopiiate sections on theii woiksheet.

The stuuents shoulu then see if they can finu the answeis to the question in theii book oi they shoulu uiscuss theii thoughts
about the thick questions that weie askeu.

The stuuents shoulu go thiough theii books to finu any of the phonics woius with a long -o sounu, each stuuent will get a
chance to iuentify one fiom the stoiy.

Review how they can use thick anu thin questions in othei subjects anu piepaie stuuents to tiansition to the next subject.

Questions:
- What aie some woius you can use foi thin questions. Thick questions.
- What uo you want to know about when you'ie asking a thin question. A thick question.
- Why woulu you wiite someone a lettei.

!"##$% '()%%*%+ ,"#$-./"#0

Common Coie Stanuaius
o http:www.coiestanuaius.oig

WIBA English Language Pioficiency Stanuaius anu CAN B0 Besciiptois
o http:www.wiua.us

Bloom's Taxonomy
o http:www.teacheis.ash.oig.auieseaichskillsualton.htm
o http:tepblog.uoiegon.euuexemplaiywp-contentuploausBloomsTaxonomyveibs.puf

SI0P Piotocol
o http:www.misu.netbilingualELL.puf
o http:www.ocmboces.oigtfilesfoluei8SS19%2uSI0P%2uChecklist.puf

The Lexile Fiamewoik foi Reauing
o http:www.lexile.com



"#$%& Stephanie Be Baan
'$#(( )*+,- .%#/012 3%44+1 5(#1
6#782*+,1/

)*#/% 3%9%(& 2nu ",$:%* +; '<,/%1<4& S '<,/%1<4 3012,04<07 6#782*+,1/4& S ELL stuuents (Spanish)

=14<*,7<0+1#( 3+7#<0+1& Small gioup table 3%12<> +; =14<*,7<0+1& 2u minutes

'<#1/#*/?4@ A//*%44%/
CCSS.ELA-Liteiacy.RL.2.7 0se infoimation gaineu fiom the illustiations anu woius in a piint oi uigital text to uemonstiate
unueistanuing of its chaiacteis, setting, oi plot.
WIBA ELB Stanuaiu 2 English language leaineis communicate infoimation, iueas anu concepts necessaiy foi acauemic
success in the content aiea of language Aits



B+1<%1< C:D%7<09%4 3#12,#2% C:D%7<09%4
Stuuents will use a venn Biagiam to compaie anu contiast a net
veisus a spiuei web with infoimation fiom the text.
Stuuents will iuentify the two small woius that make up each
compounu woiu they finu.

Stuuents will say the compounu woius they finu in the text.


E0<(%& 0sing a Net
A,<>+*& }essica Quilty
5,:(04>%*& Reauing Stieet
F#<%& 11191S
)%1*%& Nonfiction
E%G< '<*,7<,*%& Expositoiy
3%9%(& 2.S.S
E>%$%?4@
Fishing
0sing a net
Spiueis


'<*#<%2H I+7,4
Compaiing anu contiasting
similaiities anu uiffeiences
using a venn Biagiam
J+7#:,(#*H
What woius will be focuseu on:
Befoie: Compaie, contiast,
similai, uiffeient, in common,
same
Buiing: Fisheiman, whatevei,
touay, something
Aftei: Fishing net, spiuei web,
both, same, uiffeient
A44%44$%1<
Foimal: venn Biagiam woiksheet with
'Spiuei Webs' on one siue anu 'Fishing
Nets' on the othei.

Infoimal: Stuuent iueas about
similaiities anu uiffeiences uuiing
uiscussion.
!"#$%&"'(
Reauing Stieet Book
('0sing a Net')
venn Biagiam
woiksheet
*+,-%$.$/(&0'$ 1/-2#
Text in book
Pictuies in book
venn Biagiam
Phonics sounus on anchoi
boaiu
!+3&4&5"#&+/(67&44$%$/#&"#&+/
Stuuents may stiuggle to finu
similaiities oi uiffeiences since
spiuei webs anu fishing nets
seem unielateu so I will put a
pictuie of a spiuei web next to
a pictuie of a fishing net so that
they can have a visual to look at
while thinking of iueas.
*2'#2%"' 8$'$9"/5$
The class is cuiiently ieauing a stoiy
about a spiuei that builus a fishing net
(!"#"$% #"' ()*+,-).
:$4+%$ 8$"3&/; (Setting the Stage, Activating Piioi KnowleugeBuiluing Backgiounu Knowleuge)
This lesson is a continuation of what the stuuents uiu with the teachei the uay befoie.

Review how to use a venn Biagiam anu uiaw connections to the guiueu ieauing stoiy (!"#"$% #"' ()*+,-).
Review the phonics sounus foi the week (compounu woius) anu have stuuents think of any examples befoie ieauing.

Ask the stuuents to uesciibe what happeneu in the stoiy so fai anu what compaiisons they alieauy maue fiom infoimation in
the text. What categoiies uiu they use in theii venn Biagiam (fishing net, spiuei web).

Reminu stuuents that when anothei stuuent is ieauing they shoulu be actively listening anu following along in theii book. If
they finu a woiu they iecognize using theii cuiient phonics topic (compounu woius) oi have a question while ieauing they
shoulu iaise theii hanu.

Questions:
- What uoes it mean to compaie something.
- What is a similaiity.
- What is a uiffeience.

!"#$%& ()*+$%& (Engaging in meaning making anu stiategyskill piactice)
Each stuuent will get a chance to ieau a page in the stoiy anu we will stop eveiy two oi thiee pages to make note of any
compaiisons they finu while ieauing. If the stuuents finu infoimation about a net they will wiite it on the net siue of theii
venn Biagiam anu if they finu infoimation about a spiuei web they will wiite it on the web siue. If they finu something that
they have in common then they will put it in the miuule section of the venn Biagiam.

Biscuss the uses of a fishing net foi a fisheiman anu the use of a spiuei web foi a spiuei so that stuuents can think about
moie than just what each item looks like.

If stuuents aie stiuggling to come up with compaiisons I will ask them questions to make them think about what they know
about fishing nets anu spiuei webs fiom theii uaily lives (what they've seen, what they've expeiienceu, etc) anu about what
they can guess about each item fiom theii expeiiences oi the ieauing.

Stuuents shoulu use the woius anu pictuies to see what is similai oi uiffeient between fishing nets anu spiuei webs.

Stuuents shoulu look foi compounu woius in the stoiy anu iaise theii hanu if they have any questions.

Stuuents shoulu be actively listening when theii peeis aie talking anu following along in theii book when someone else is
ieauing.

Questions:
- What aie some things you notice about fishing nets. Spiuei webs.
- What woulu you use a fishing net foi. A spiuei web.
- Wheie have you seen a fishing net befoie. A spiue web.
,-.)# ()*+$%& (Claiifying key concepts, extenuing iueas)
Finu a pictuie of a spiuei web in one book anu a pictuie of a fishing net in a seconu book anu put them next to each othei so
the stuuents can see the two compaieu siue by siue. Ask the stuuents what they see that is similai oi uiffeient between the two
images anu if they have any iueas about both items that they uiun't leain about fiom the text. Stuuents shoulu continue to
compaie anu contiast the net veisus the web.

Ask the stuuents which compounu woius they founu anu give each stuuent a chance to finu one in the stoiy. Stuuents shoulu
iuentify which two woius make up the compounu woiu anu if the woiu makes sense as a compounu woiu.

Stuuents shoulu ieview what they founu was similai oi uiffeient between a spiuei web anu a fishing net. uive the stuuents
examples of ieal life situations anu ask whethei they woulu want to use a fishing net oi a spiuei web (ie. If they aie tiying to
catch fish oi if they want to catch a pet fly).

Questions:
- Bave you evei useu a fishing net befoie.
- What similaiities uiu you notice between fishing nets anu spiuei webs.
- What uiffeiences uiu you notice between fishing nets anu spiuei webs.


!"##$% '()%%*%+ ,"#$-./"#0

Common Coie Stanuaius
o http:www.coiestanuaius.oig

WIBA English Language Pioficiency Stanuaius anu CAN B0 Besciiptois
o http:www.wiua.us

Bloom's Taxonomy
o http:www.teacheis.ash.oig.auieseaichskillsualton.htm
o http:tepblog.uoiegon.euuexemplaiywp-contentuploausBloomsTaxonomyveibs.puf

SI0P Piotocol
o http:www.misu.netbilingualELL.puf
o http:www.ocmboces.oigtfilesfoluei8SS19%2uSI0P%2uChecklist.puf

The Lexile Fiamewoik foi Reauing
o http:www.lexile.com



"#$%& Stephanie Be Baan
'$#(( )*+,- .%#/012 3%44+1 5(#1
6#782*+,1/

)*#/% 3%9%(& 2nu ",$:%* +; '<,/%1<4& S '<,/%1<4 3012,04<07 6#782*+,1/4& S ELL stuuents (Spanish)

=14<*,7<0+1#( 3+7#<0+1& Small gioup table 3%12<> +; =14<*,7<0+1& 2u minutes

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CCSS.ELA-Liteiacy.RL.2.S Besciibe how chaiacteis in a stoiy iesponu to majoi events anu challenges.
CCSS.ELA-Liteiacy.RL.2.S Besciibe the oveiall stiuctuie of a stoiy, incluuing uesciibing how the beginning intiouuces the stoiy
anu the enuing concluues the action.
CCSS.ELA-Liteiacy.RL.2.7 0se infoimation gaineu fiom the illustiations anu woius in a piint oi uigital text to uemonstiate
unueistanuing of its chaiacteis, setting, oi plot.
WIBA ELB Stanuaiu 2 English language leaineis communicate infoimation, iueas anu concepts necessaiy foi acauemic
success in the content aiea of language Aits



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Stuuents will ieau a stoiy anu iuentify the key facts in the
beginning, miuule anu enu anu wiite them on a giaphic
oiganizei.
Stuuents will ieau a stoiy anu iuentify the pioblem anu
solution anu wiite them on a giaphic oiganizei.
Stuuents will say any vocabulaiy woius they finu that have a
long -i sounu in them.

E0<(%& Anna is Shy
A,<>+*& Susana Biillante
5,:(04>%*& Reauing Stieet
F#<%& 12S1S
)%1*%& Realistic Fiction
E%G< '<*,7<,*%& Naiiative
3%9%(& 2.S.4
E>%$%?4@
Family
Shopping at the
maiket
Couiage
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Infeiiing
Summaiizing
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Befoie: Infei, infeience, shy,
summaiy, summaiize
Buiing: Alone, buy, uaughteis,
half, many, theii, youngest
A44%44$%1<
Foimal: Stuuent iesponses in giaphic
oiganizei

Infoimal: Stuuent paiticipation in
Aftei: Shy, tonight, chilu, tiies
(tiy), night, buy, iight, nice
gioup uiscussion
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Reauing Stieet book
("Ana is Shy")
uiaphic 0iganizei
*+,-%$.$/(&0'$ 1/-2#
Text in book
Pictuies in book
Phonics woius on anchoi
boaiu
Clue woius on giaphic
oiganizei
!+3&4&5"#&+/(67&44$%$/#&"#&+/
The ELL stuuents may have
questions about woius they
uon't iecognize so I will help
them sounu the woius out anu
point out clues fiom the text oi
pictuies that may help them
figuie out the woiu.
*2'#2%"' 8$'$9"/5$
The stoiy is about a Bispanic family
that is making uinnei anu neeu toitillas,
theie aie thiee stuuents that aie
Bispanic in the gioup anu coulu ielate
to the stoiy
The whole class is ieauing a stoiy in
shaieu ieauing about sisteis who go to
the maiket to buy ingieuients foi
tiauitional Nexican foou ("Rosa anu
Blanca")
:$4+%$ 8$"3&/; (Setting the Stage, Activating Piioi KnowleugeBuiluing Backgiounu Knowleuge)
This lesson is a continuation of what the stuuents uiu with the teachei the uay befoie.

Reminu the stuuents of the skills we piacticeu uuiing shaieu ieauing foi summaiizing anu making infeiences. Bave stuuents
ieview the sections in theii giaphic oiganizei (Chaiacteis, Setting, Beginning, Niuule+Pioblem, Enu+Solution) anu tell me the
infoimation they alieauy filleu out fiom the pait of the stoiy they ieau so fai.

Reminu stuuents that when a stuuent is ieauing oi speaking they shoulu be listening actively anu iespectfully by following
along in theii book oi looking at the stuuent who is speaking.

Reminu stuuents to look foi phonics woius fiom the week that have the long -i sounu.
Questions:
- What is infeiiing oi making infeiences.
- When summaiizing a stoiy what aie the impoitant things you shoulu look foi.


!"#$%& ()*+$%& (Engaging in meaning making anu stiategyskill piactice)
Each stuuent will have a tuin to ieau a page while the othei stuuents listen anu ieau along. Aftei about 2 pages we will stop
anu look foi new infoimation they leaineu about the plot (events, pioblems, solutions, etc) anu they will wiite it in the
appiopiiate section on theii giaphic oiganizei.

If stuuents aie stiuggling to iuentify the plot oi the pioblem I will ask them questions about what is happening anu see if they
can figuie out what is going on in the stoiy.

If ELL stuuents uon't iecognize a woiu oi concept I will pioviue clues fiom the text oi pictuies that will help them figuie out
the meaning.

Stuuents shoulu look foi vocabulaiy woius while they ieau anu if they have any questions they shoulu iaise theii hanu.

Questions:
- What is the pioblem.
- What is the solution.
- What infeiences can you make fiom the pictuie. What uo you think is happening that isn't saiu in the text.
- What happeneu at the beginning. The miuule.

,-.)# ()*+$%& (Claiifying key concepts, extenuing iueas)
Bave the stuuents iuentify the solution to the pioblem they iuentifieu eailiei anu summaiize what happeneu in the stoiy.
Allow stuuents to ask any questions about things they still wonuei about.

Ask stuuents to make any fuithei infeiences now that they've finisheu the stoiy (what uo they think will happen in the futuie
foi the chaiacteis.)

Stuuents will look thiough the book to finu any examples of theii phonics woius (long -i) anu each stuuent shoulu point out
one oi two woius they finu.

Stuuents will have a chance to ask any questions they still have about the stoiy anu make any connections to theii lives.

Questions:
- Bave you evei felt shy.
- Bave you evei felt scaieu to talk to someone new oi go to a new place.
- Bow uo you get ovei that neivous feeling.



!"##$% '()%%*%+ ,"#$-./"#0

Common Coie Stanuaius
o http:www.coiestanuaius.oig

WIBA English Language Pioficiency Stanuaius anu CAN B0 Besciiptois
o http:www.wiua.us

Bloom's Taxonomy
o http:www.teacheis.ash.oig.auieseaichskillsualton.htm
o http:tepblog.uoiegon.euuexemplaiywp-contentuploausBloomsTaxonomyveibs.puf

SI0P Piotocol
o http:www.misu.netbilingualELL.puf
o http:www.ocmboces.oigtfilesfoluei8SS19%2uSI0P%2uChecklist.puf

The Lexile Fiamewoik foi Reauing
o http:www.lexile.com





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Stephanie De Haan
CI 475 SGP
Critical Reflection

For this assignment I worked with a group of five students, three of which were
ELL students. Each week we worked on a new reading comprehension skill and practiced
applying that skill to a text at their reading level. My goals for the students were for them
to build on their skills each week until they could combine all those skills in the final
group assignment where they focused on inferring and summarizing. In the final group
assignment they would have to use their questioning and comparing skills to come up
with inferences and help each other summarize the story. They had to be able to identify
the characters and the setting as well as figure out the key information at the beginning,
middle and end of the story. They also had to identify the problem in the story and the
solution and use their observations to make inferences about what they read.
While planning this unit I had to consider which texts they would use for each
lesson and how to apply each skill to those texts and relate them to what they were
currently learning in school. Because I only met with the kids once a week and the focus
of their Language Arts class changed each week I made the decision to use different texts
for each skill. The books we used were aligned with the whole class readings for the
week and were designed so that they would be suitable for each skill we focused on. It
seemed more appropriate to focus on the skills learned rather than trying to use one text
that theyd have to try to remember each week. We only had 20 minutes to meet at a time
so trying to review what was already read in the story a week ago and teach a new skill
would not have left enough time to really go into depth with each skill.
The students I worked with were suggested to me by my coop because they were
all at the same reading level and in the same group for guided reading. The students were
used to working together and were all at the same ability level so they would learn at the
same pace and I could expect that they would struggle with the same kinds of things.
There were two African American students and three ELL students, all at about a first
grade reading level. My goals for the unit were for the students to learn a new skill each
week and by the end of the unit they would have learned the appropriate skills to be able
to summarize an entire story in detail. I also wanted the students to be able to discuss a
text with each other by asking and answering each others questions and comparing their
ideas. I believe these goals were useful and appropriate for my students because the skills
they learned are necessary reading comprehension skills they will use later in life and the
expectations that were set for them were attainable. These skills also focus on almost all
of the comprehension strategies we discussed in week 11 because the students had to ask
questions, make connections, infer and determine the importance of information from the
text. I also had teaching goals for myself that focused on working with a smaller group of
students. I was used to working with the entire class and teaching a whole lesson at one
time but I was not used to working with a small group and having to plan a unit that
would continue over a couple weeks. My goals were to focus more closely on each
student to assure that they were learning the necessary skills and to create a cohesive unit
that would build on itself so that the skills the students learned in the beginning would be
the foundation for what they could accomplish at the end.
I think my students achieved their goals because they were successful during the
final lesson, which required them to utilize the skills they learned at the beginning. Also,
they all participated in the group activities and discussions without struggling too much.
During each lesson the students all had a chance to participate or contribute ideas and
each student was able to demonstrate the specific skill at some point during the activity.
Furthermore, they each were able to complete the worksheets that were provided to them
for the lessons. For example, I have included samples of their work from one lesson that I
thought they did particularly well with. The lesson was about comparing two things in a
text by using a Venn Diagram to write the similarities and differences. The focus of the
text was on fishing nets versus spider webs and the students were able to come up with a
lot of good ideas about each. Furthermore, the students came up with some ideas that
werent explicitly stated in the text because they were able to use clues from the pictures
and ask questions in their group discussion.
I think that I accomplished my goals because they students seemed to enjoy the
lessons and they were able to learn a new skill each time we met, none of the students
struggled so much that they failed to learn a skill. I think the students were engaged in the
lessons because they always had ideas to contribute and were able to answer questions
about the reading. As is described in the Long and Gove reading from week 13, the
students were able to critically respond to the text by asking questions, getting the main
idea and key information of the story, and make inferences about the story. The students
were curious about the text and able to come up with ideas about the story that went
beyond the words they were reading, they were able to discuss their ideas with each other
and reflect on their peers comments to come up with new ideas.
One thing that was helpful when planning my lessons was being able to compare
the story they would be reading to what they were focusing on during shared reading as a
whole class. I knew they had a prior experience with the subject and the skill that I could
draw on when working with the students and I had a good understanding of what needed
to be focused on during each lesson. Something that I didnt consider, however, was how
the children would behave in a small group setting versus whole group. Some of the
students in this group are typically more quiet during whole group but they spoke up a lot
more in the small group setting, which was positive, however some of the students who
are more outgoing during whole group had a hard time reigning it in for the small group
discussion. Because it was a small group the outgoing students were even more
comfortable speaking up and shouting out when it wasnt their turn, as well as getting off
track and talking about unrelated subjects. The students were mostly well behaved but if I
let just one student get off topic for more than a few seconds I could lose the whole group
so I had to really make sure to keep them all focused during the lesson. Also, I think
receiving feedback on my lessons was kind of helpful because it pointed out things I was
missing or forgot about, however I wasnt able to take all the ideas into consideration
because I had already taught half of my lessons by the time they were reviewed. One
thing I was able to change as my lessons progressed was the order I did things in. During
my first lesson I wanted my students to ask questions whenever they thought of them and
point out the phonics words whenever they saw them but I quickly realized this was
trying to do too many different things at once. After that I fixed my lessons so that while
they were reading they only had to focus on the story and then every two pages we would
stop and ask questions. This helped them to stay focused on the lesson and not get
distracted by any other thoughts or things they noticed while reading. Then, after they
finished reading and filled out their worksheets I had them go back and look for their
phonics words in the text, that way they were able to get practice with the skill they were
learning and then get extra exposure to the phonics words they were practicing.
With each lesson the students had a worksheet they had to complete to help keep
them on track and focused on the lesson. They had to stop after about every two pages
and fill something in on their worksheet, which was how I kept their interest on the story
and their conversation on the right subject. This was also how I assessed the students, I
was able to go back and look at their worksheets to see which skills they did well with
and which ones they needed more review time with. I also informally assessed the
students by listening to their questions and ideas during discussion and asking them
questions about the story to make sure they comprehended what they read. Some of my
students still struggle with writing complete sentences so it was helpful for me to hear
them say what their thoughts were so that I knew they understood the material even if
they didnt quite know how to convey that in writing.