Readers infer the meanings of unknown words.

Teaching Point:

Readers infer the meanings of unknown words.

What Needs Work:

thinking beyond the text, inferring

Small Group Lesson:

·         Model how to infer the meaning of an unknown word.  o   I used the book The Little House and discussed the word tenement. ·         Discuss strategies for inferring the meaning of an unknown word:  picture clues, context clues, schema, dictionary, and dictionary.com. ·         Have students practice inferring the meaning of unknown words.  o   I used the book Lilly’s Chocolate Heart by Kevin Henkes and discussed the words radiator and narrow. o   I used the book St. Patrick’s Day in the Morning by Eve Bunting and discussed the words sash and fringe.

Resources:

Growing Readers by Debbie Miller, pages 107-109

Lesson By:  Megan

Readers match their speed to the meaning of the text.

Teaching Point:

Readers match their speed to the meaning of the text.

What Needs Work:

slowing down oral reading

Small Group Lesson:

·         Model oral reading where the speed of your voice changes.  (I used the book Roller Coaster by Marla Frazee) ·         Ask students, “What do you notice about my reading?” ·         Discuss that good reading isn’t always just fast.  ·         Read a few more pages of the book and have students show what speed you should read using their thumbs (thumbs up = fast, thumb to the side = medium, thumb down = slow) ·         Discuss that most reading should be medium speed. ·         Practice reading different speeds with just-right books.  Have students whisper  read aloud and show their speed with their thumbs.

Resources:

First Grade Readers, Stephanie Parson, page 131

Lesson By:  Megan

Readers use evidence in the text to support their thinking about characters.

Teaching Point:

Readers use evidence in the text to support their thinking about characters.

What Needs Work:

finding evidence in text to support thinking

Small Group Lesson:

·         Use Frog and Toad to model an example of finding evidence in the text about character.  For example:  I know that Frog is a good friend because he ran after Toad’s list when the wind blew it away.  The list was important to Toad so Frog tried to get it back for him.  ·         Do another example together from Frog and Toad.  ·         Use ‘Thinking about Characters’ sheet and just-right books to identify a character trait and supporting evidence.

Resources:

‘Thinking About Characters’ sheet

Lesson By:  Megan

Seeing bigger chunks can help readers figure out harder words.

Teaching Point:

Seeing bigger chunks can help readers figure out harder words.

What Needs Work:

decoding hard words

Small Group Lesson:

·         Look for hard to decode words in students’ just-right books. ·         Model how to look for bigger chunks. ·         Practice with words in a list on a white board. ·         Practice with words in context.

Resources:

First Grade Readers, Stephanie Parsons, page 122

Lesson By:  Megan

Readers notice when things don't make sense.

Teaching Point:

Readers notice when things don’t make sense.

What Needs Work:

decoding, reading through the whole word, slowing down

Small Group Lesson:

·         Readers have to do a lot of things at once.  One of the things they need to do is listen to themselves to notice when things don’t make sense.  ·         Model reading that doesn’t make sense.  Have kids identify what doesn’t make sense.  ·         Use whisper phones to practice listening to themselves while reading just-right books.  Remind them to go back and reread when they notice something doesn’t make sense.

Resources:

First Grade Readers, Stephanie Parsons, page 39

Lesson By:  Megan

Readers know when to reread.

Teaching Point:

Readers know when they need to reread.

What Needs Work:

knowing when to reread

Small Group Lesson:

·         Explain and model examples of three times when readers should reread: 1.      When you stop to figure out a new or hard word.  Reread the sentence smoothly. 2.      When the whole book or chapter took a lot of sounding out.  Reread the entire thing (book or chapter). 3.      When there is a rough patch.  Reread that spot.  ·         Practice rereading with just-right books.

Resources:

First Grade Readers, Stephanie Parsons, page 44, 85, 126

Lesson By:  Megan

Readers slow down to read with expression.

Teaching Point:

Readers slow down to read with expression.

What Needs Work:

Students are reading too fast and completely ignoring punctuation and expression.

Small Group Lesson:

·         Teacher reads a poem out of the poem book. I used Five Batty Bats.   ·         Teacher reads once too quickly with no expression and once more slowly and with expression. ·         Teacher then asks: What do you notice? (Students will say the second time sounds better and has expression) Why is this important? (Students will say it sounds better and they understand the text more). ·         Teacher and students chorally read Five Batty Bats together and then read another poem together as well, emphasizing slowing down and expression. ·         Students practice reading outloud individually with a poem of their choice. Other students listen and give compliments.

Resources:

Poem book

Lesson By:  Gina