Lesson: 11/20/2017

Big Idea: Readers make meaning by writing about what they are reading.

Standard: CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.

Objective: After a mini lesson on the different types of reading responses,

students will choose one type of response and write about one of their
independent reading books, including the title, character’s names, and a
picture.

Materials: anchor chart with examples of each of the four types of response,
writing response papers

Introduction/Hook
Time Lesson Details
5 minutes In reading we have been thinking about how we can make
meaning about the stories we read. What are some of the ways
we, as readers, can do this?

Turn and Talk: make predictions, make connections, ask and

answer questions while we’re reading, etc.

Another way we can make meaning about our reading is

writing about it. Here are four different ways you can write about
your reading.
-New Ending
-Favorite Part
-Opinion
-Connection
Go over each of my examples.

In your reading response I want you to include:

- Title
- Character’s Names
- A Picture
Independent Practice
15 minutes Put out paper choices. Students get their book pouches and a
paper and begin writing.
 Conference with students who may need additional support in
generating ideas, by asking them to first choose what book they
want to write about, then which topic they want to do, then tell
their writing to their pencil, and then write it.
Discussion
5 minutes Students share their responses with someone at their table
before guided reading begins.

+ Plus
 By having concrete examples
for students to reference (using
writing patterns they are familiar
with and understand) it helped
students to generate their own
ideas
 Almost all students were able to
successfully meet the objective,
but checking off all of the
pieces necessary to complete
-- Delta
 Although the anchor chart
displayed everything students
needed, I think that if I had
transferred them to table tops
and had them available for all
students too that would have
been a nice resource for them
without having to get out of
their seat.
 Some students were avoiding
writing by reading for most of
the period. Maybe if I had
given them a timer for how long
they could read before starting
to write, they would have had
time to complete the task.