The Intermediate Comprehension Toolkit
Navigation Guide

1: Follow Your Inner Conversation:Listen to the voice in your head and leave tracks of your thinking.

pp. 4-17

Frame 1

Text

Map of Caribbean region

Anchor Chart: Big Ideas and Lingering Questions

Marker

Online Resources

Clipboard with Post-It Notes

Pencil

Six-Up Post-It Form Book 1, p. 51

Lesson Frame pp. 6-7

How Many Days to America? A Thanksgiving Storyby Eve Bunting

[Available in the Trade Book Pack]

Choose a text that:

• Evokes strong reactions in readers
• Is short enough to read in a reasonable about not time.

We want students to:

• Develop an awareness of the inner conversation readers have as they read.
• Monitor their comprehension by listening to their inner conversation and paying attention to their thinking as they read.
• Leave tracks of their thinking as they read.

Scaffolding:

p. 1, Lesson 1: Follow Your Inner Conversation

Small-Group:

p. 3, Session 1: Notice and Track Your Thinking

2: Notice When You Lose Your Way:

Monitor your inner voice to focus your thinking.

pp. 18-31

Frame 2

"Stealing Beauty" (See Keep Reading! A Source Book for Short text, pp. 4-11)

Variety of nonfiction texts at different levels and interests

Copy of the article, "Stealing Beauty" (See Keep Reading! A Source Book for Short text, pp. 4-11)

A variety of nonfiction texts at different levels and interest

Choose a text that:

• Is dense with information or ideas.
• Presents reading challenges (words, syntax, sophisticated content) even for adults

We want students to:

• Notice when they stray from an inner conversation with the text and use strategies to refocus and get back on track with the reading.
• Notice when meaning breaks down due to lack of understanding and stop to repair it before reading on.
• Notice and articulate what the teacher does as a reader to monitor and repair comprehension.

Scaffolding:

p. 7, Lesson 2: Notice When You Lose Your Way

Small-Group:

p. 9, Session 2: Monitor and Repair Comprehension

Technology:

p. 25, Lesson 3: Notice Internet Distractions

p. 35, Lesson 4: Evaluate Internet Resources

3: Read, Write, and Talk:

Think your way through the text

pp. 32-47

Frame 3

TFK Extra! Supplement tofor Kids (Fall 2004) UNICEF AND YOU "A Focus on Girl's Education" (See Keep Reading! A Source Book of Short Text, pp. 12-13)

Additional Texts

"Saving Their Native Language," TIME For Kids, News Scope Edition (November 14, 2003). "Tigers Roar Back," TIME For Kids, News Scope Edition (December 13, 2002). "Testing, Testing," by Elizabeth Sirius TIME For Kids, News Scope Edition (January 25, 2002). (See Keep Reading! A Source Book of Short Text, pp. 14-16)

Interactive Whiteboard or document camera to project and annotate the article.

Copy of the article, "A Focus on Girls' Education" article

Clipboard and pencil

Issues-focused nonfiction is most likely to get kids' ideas and conversations going.

Choose a text that:

• Bring up issues about which kids are likely to have thoughts and opinions.
• Represent a range of reading difficulties.

We want students to:

• Become aware of their thinking when reading; remembering to stop, think, and react as they read; and jotting down quick thoughts they want to remember.
• Expand their thinking by talking to each other about what they read.
• Focus on both the content and the process and understand that both are important to deepen understanding.

Scaffolding:

p. 13, Lesson 3: Read, Write, and Talk

Small-Group:

p. 14, Session 3a: Stop, Think, and React with a Reading Buddy

p. 19,Session 3b: Stop, Think, and React Independently

4: Follow the Text Signposts:Use nonfiction features to guide learning.

pp. 4 -17

Frame 4

Lesson Text: Lightning by Stephen Kramer (Lerner Publishing Group, 1982)

[Available in the Trade Book Pack]

(See Keep Reading! A Source Book of Short Text, p. 17)

2 Anchor Charts: 1 entitled Nonfiction Features and 1 with two columns labeled Feature and Purpose.

Online Resources

Clipboard with Feature/Purpose chart (See Strategy Book 2, p. 49 or available in the online resources.)

Pencil

Six-Up Post-It Form Book 1, p. 51

Lightning by Stephen Kramer (Lerner Publishing Group, 1982)

[Available in the Trade Book Pack]

Choose a text that:

• Contain multiple text and visual features.
• Clearly communicate important information
• Have a clear purpose.

Look for text and visual features in student magazines, newspapers, and textbooks, as well as in children's books from National Geographic, Capstone, Kalman, and other publishers of nonfiction.

Example:Lightning

We want students to:

• Identify features and describe their purposes---how they help us understand information, concepts, and ideas.
• Gain accurate information from features as they encounter them in their reading.
• Understand how text and visual features complement each other.

Scaffolding:

p. 19, Lesson 4: Follow the Text Signposts

Small-Group:

p. 27, Session 4a: Explore Visual and Text Features

p. 32, Session 4b: Identify Purposes of Visual and Text Features

Technology:

p. 63, Lesson 7: Explore Web Features

p. 73, Lesson 8: Compare Text and Web Features

5: Merge Your Thinking with New Learning:

Read and think about new information

pp. 18-31

Frame 5

Lesson Text: Lightning by Stephen Kramer (Lerner Publishing Group, 1982)

[Available in the Trade Book Pack]

(See Keep Reading! A Source Book of Short Text, p. 17)

Anchor Chart: 1 entitled Language that Signals New Learning

Markers

Online Resources

Clipboard with six 3x3 Post-its paper or a Six-Up Post-it form (See Strategy Book 2, page 50 or available in the online resources.)

Pencil

A variety of nonfiction texts and magazines in a variety of topics, at different levels and interest

Choose a text that:

• Is well-written in a captivating prose style.
• Is full of information that students are unlikely to know.
• Elicits language that signals new learning (I never know…. I learned…. etc.)

Example:Lightning

We want students to:

• Notice the inner conversations when they meet new information and learning something new.
• Stop, think about, and react to new information and merge their thinking with it.
• Listen for the language that signals new learning

Scaffolding:

p. 25, Lesson 5: Merge Your Thinking with New Learning

Small-Group:

p. 37, Session 5: Listen for Language that Signals New Learning

6: Connect the New to the Known:

Activate and build background knowledge

pp. 32-45

Frame 6

"Summer of the Shark" TIME For Kids, News Scoop Edition (September 14, 2001) [Available in Keep Reading! A Source Book of Short Text, p. 18 ]

Anchor Chart with two columns labeled What I Think I Know and What I Learned

Copy of the article they can write on.

Clipboard with What I Think/Know/What I Learned form from [Strategy Book 2, p. 51 or available in the online resources.]

Pencil

Post-Its

Informational nonfiction

It is a great lesson for inspiring kids' thinking about a topic related to a unit of study in Science or Social Studies.

Choose a text that:

• is about a popular topic that kids may have already encountered.
• presents information on a topic that kids are unlikely to know.
• may correct commonly held beliefs ("knowledge") about the topic.

Example: "Summer of the Shark"

We want students to:

• understand that what readers learn depends on what readers learn depends on what they already know or don't know.
• recognize that thinking about what they already know will help them understand new information.
• recognize that some of their background knowledge may be inaccurate and that reading can clear up misconceptions and change thinking.

Scaffolding:

p. 31, Lesson 6: Connect the New to the Known

Small-Group:

p. 43, Session 6a: Activate Background Knowledge

p. 49, Session 6b: Clear Up Misconceptions

7: Question the Text:

Learn to ask questions as you read.

pp. 4-17

Frame 7

The Mary Celeste: An Unsolved Mystery from History by Jane Yolen and Heidi Elisabet Yolen Stemple (Aladin Paperback/Simon & Schuster, 2002) [Available in the Trade Book Pack.]

Post-its

Anchor Chart Paper

Marker

Clipboard with six 3x3 Post-its on paper or a Six-Up Post-it form (See Strategy Book 3, p. 53 or available in the online resources.)

Pencil and Post-its

Nonfiction that involves a mystery or ambiguity prompts questions because it naturally wraps the reader into wondering and looking for answers.

Text with puzzling or surprising elements can inspire kids' questions.

Choose a text that:

• engages kids' curiosity.
• raises questions, some of which are answered in the text.
• contains an occasional unfamiliar word, expression, or fact that kids might question.

Example:The Mary Celeste

We want students to:

• ask questions as they read and understand that good readers question the text.
• stop and notice when their questions are answered.
• recognize that not all of our questions are answered when we read.

Scaffolding:

p. 35, Lesson 7: Question the Text

Small-Group:

p. 58, Session 7a: Note Questions and Answers While Reading

P. 64, Session 7b: Identify Unanswered Questions

8: Read to Discover Answers:

Ask Questions to gain information.

pp. 18-33

Frame 8

Copy of the article, "The Eagle Has Landed" (See Keep Reading! A Source Book for Short text, p. 19)

Assorted nonfiction trade books about the moon landing and a variety of topics

2 Anchor Charts: 1 entitled Strategies for Answering Questions and 1 with three columns labeled: Questions, Answers, and Strategies for Answering Questions

Clipboards with three columns: Questions/Answers/Strategies for Answering Questions[Available in Strategy Book 3, p. 54 or available in the online resources.)

Journal for holding Post-its and writing responses.

Pencil

A variety of nonfiction texts at different levels and interest

Choose a text that:

• is about a compelling topic.
• prompts students to ask questions.
• is likely to provide answers to those questions.

Example:First on the Moon

We want students to:

• Notice when they stray from an inner conversation with the text and use strategies to refocus and get back on track with the reading.
• Notice when meaning breaks down due to lack of understanding and stop to repair it before reading on.
• Notice and articulate what the teacher does as a reader to monitor and repair comprehension.

Scaffolding:

p. 41, Lesson 8: Read to Discover Answers

Small-Group:

p. 68, Session 8a: Read with Your Questions in Mind

p. 73, Session 8b: Skim and Scan to Search for Answers

p. 78, Session 8c: Combine Knowledge and Text Information

9: Ask Questions to Expand Thinking:

Wonder about the text to understand big ideas.

pp. 34-49

Frame 9

The Story of Ruby Bridges by Robert Coles (Scholastic, 1995) [Available in the Trade Book Pack.]

Anchor Chart with two columns labeled What We're Learning and What We're Wondering About

Markers

4-5 copies of the book (optional)

Clipboard with six 3x3 Post-its on paper or a Six-Up Post-it form (See Strategy Book 3, p. 53 or available in the online resources.)

Journal for collecting Post-its and writing responses

Pencil

Informational nonfiction

It is a great lesson for inspiring kids' thinking about a topic related to a unit of study in science or social studies

Choose a text that:

• Has a complex historical (e.g., slavery, civil rights) or scientific (e.g., environment, gene study) context
• Surfaces significant issues that elicit kids' questions and responses.
• Invites further research.

Example:The Story of Ruby Bridges

We want students to:

• Learn new information and relate it to their questions.
• Ask questions to resolve confusion and to better understand complicated ideas and issues.
• Understand that questions can lead to more thoughtful learning a further investigation.

Scaffolding:

p. 47, Lesson 9: Ask Questions to Expand Thinking

Small-Group:

p. 83, Session 9a: Ask Questions to Understand Big Ideas

p. 89, Session 9b: Use Questions to Increase Learning

Technology:

p. 103, Lesson 11: Ask Questions in Online Discussions

p. 113, Lesson 12: Lingering Questions Online

10: Infer the Meaning of Unfamiliar Words:

Use context clues to unpack vocabulary.

pp. 6-21

Frame 10

Text: Kids Discover "Titanic" (See Keep Reading! A Source Book for Short text, pp. 20-31)

Anchor Chart: 4 columns labeled, Word, Inferred Meaning, Clues, and Sentence

Marker

Online Resources

Clipboard with Word, Inferred Meaning, Clues, and Sentence form [See Strategy, Book 4, p. 97 or available in the online resources.]

Pencil

Copy of the "Titanic" article

Text: Kids Discover "Titanic" (See Keep Reading! A Source Book for Short text, pp. 20-31)

Choose a text that:

• Contains words likely to be unfamiliar to most kids.
• Does not define these unfamiliar words.
• Includes context clues that nudge readers to infer.

Example:"Titanic"

We want students to:

• Merge their background knowledge with text clues to make an inference (BK+TC=I).
• Use the context to infer the meaning of unfamiliar words.
• Visualize from features to infer meaning.
• Use new vocabulary in a sentence to demonstrate understanding.

Scaffolding:

p. 53, Lesson 10: Infer the Meaning of Unfamiliar Words

Small-Group:

p. 98, Session 10a: Use Context to Infer Word Meanings

p. 103, Session 10b: Use New Vocabulary

11: Infer with Text Clues:

Draw conclusions from text evidence.

pp. 22-37

Frame 11

Text: Kids Discover "Titanic," p. 6. The Titanic Historical Society, "Titanic: Past and Present Part III"

Two reproduction tickets for passage on the Titanic (See Keep Reading! A Source Book for Short text, pp. 32-35)

A plethora of nonfiction books, magazines, and texts of all kinds

Anchor Chart with 2 columns labeled: Facts and Inferences (See Strategy Book 4, p. 98 or available online)

Interactive Whiteboard or document camera to project the article.

Copy of the article, "Titanic, Past and Present Part III" (See Keep Reading! A Source Book for Short text, pp. 33-35)

Clipboard with a two-column, Facts/Inferences form (Online)

Pencil

A plethora of nonfiction books, magazines, and texts of all kinds

Choose a text that:

• Is about a topic that may be somewhat familiar.
• Has plenty of well-supported but unstated information that kids can infer.

Example:"Titanic"

We want students to:

• Use background knowledge and text clues to make a reasonable inference and draw a conclusion.
• Read with a question in mind.
• Use the facts to infer an answer to a specific question.

Scaffolding:

p. 57, Lesson 11: Infer with Text Clues

Small-Group:

p. 107, Session 11a: Gather Text Evidence

p. 112, Session 11b: Draw and Support Conclusions

Technology:

p. 145, Lesson 15: Infer with Visual Cues

p. 153, Lesson 16: Infer with Media Cues

12: Tackle the Meaning of Language:

Infer beyond the literal meaning.

pp. 38 -49

Frame 12

The poems "Moon" and "Secrets" from Myra Cohn Livingston's Space Songs (See Keep Reading! A Source Book for Short text, pp. 36-37)

2 Anchor Charts: 1 of the Poem "Moon," and 1 with two columns labeled Kids' Comments and Strategies .

Copies of the poems

Clipboards

Pencils

Choose poems that:

• Are short but complex enough to encourage deep reading.
• Present ideas or emotions that are ambiguous and intrigue kids.
• Provide opportunities to think deeply about and interpret poetic language.

Example:"Moon" and "Secrets"

We want students to:

• Use the context and background knowledge to infer meaning from the poem's words, lines, and phrases.
• Gain an understanding of how to move beyond a literal interpretation using the strategy of inferring.
• Articulate their understanding by sharing their inferences, questions, and interpretations of the poem's deeper meaning.

Scaffolding:

p. 63, Lesson 12: Tackle the Meaning of Language

Small-Group:

p. 117, Session 12: Infer the Meaning of Poems

13: Crack Open Features:

Infer the meaning of subheads and titles.

pp. 50 -63

Frame 13

National Geographic Reading Expeditions, "Mexico"(pp. 8-9) and "Understanding Electricity" (pp. 23 and 24)

(See Keep Reading! A Source Book for Short text, pp. 38-41)

A wide variety of nonfiction text that is divided into sections separated by subheads; nonfiction magazines and trade books that are full of sub headed sections.

Interactive Whiteboard or document camera to project the article.

Feature/Purpose Anchor Chart, from Lesson 4 hanging in the room.

Chart paper

marker

Clipboard with copies of the pages mentioned, National Geographic Reading Expeditions, "Mexico" (pp. 8-9) and "Understanding Electricity" (pp. 23 and 24)

(See Keep Reading! A Source Book for Short text, pp. 38-41)

Pencils

Post-its

A wide variety of nonfiction texts that are divided into sections separated by subheads; nonfiction magazines and trade books that are full of sub headed sections.

Choose atext that:

• Contains plentiful titles and subheads.
• Contains examples of both standard and inferential headings.

Example:"Mexico"

We want students to:

• Understand the purpose of subheads and titles.
• Use their background knowledge to infer the meanings of inferential subheads and titles.

Scaffolding:

p. 67, Lesson 13:
Crack Open Features

Small-Group:

p. 122, Session 13: Infer the Meaning of Subheads

14: Read with a Question in Mind:

Infer to answer your questions.

pp. 64-77

Frame 14

The Top of the World: Climbing Mount Everest by Steve Jenkins (Sandpiper/Houghton Mifflin, 1999) [Available in the Trade Book Pack]

Chart Paper

Marker

4-6 copies of the book (optional)

Pencil

Post-its

4-8 copies of the book (optional)

Choose a text that is:

• About an exciting topic that kids want to know about.
• Highly illustrated in order to capture immediate interest.
• Full of text and photographs/illustrations that inspire kids to learn and wonder about new information.

Example: "The Top of the World: Climbing Mount Everest"

We want students to:

• Ask authentic questions.
• Read to find the answers to their questions through inferring.
• Discuss the strategies we used to answer their questions.

Scaffolding:

p. 73, Lesson 14: Read with a Question in Mind

Small-Group:

p. 127, Session 14: Infer Answers to Authentic Questions

15: Wrap Your Mind Around Big Ideas:

Use text evidence to infer themes.

pp. 78-93

Frame 15

Cheyenne Again by Eve Bunting (Clarion Books, 1995) [Available in the Trade Book Pack]

Anchor Chart entitled Inferring Themes with two columns labeled Evidence from the Text and Themes

Marker

Clipboard with the Evidence from the Text/Themes form [See Strategy Book 4, p. 99 or available in the online resources.]

Pencil

Choose a textthat:

• Is historical fiction with factual information, a clear narrative, and a variety of themes.
• Tells a story with emotional impact and issues to discuss and debate.

Example:"Cheyenne Again"

We want students to:

• Understand the difference between plot and theme.
• Recognize that we look at words, actions, events, ideas, and pictures in the text to infer themes.
• Support their themes with evidence from the text.

Scaffolding:

p. 79, Lesson 15: Wrap Your Mind Around the Big Ideas

Small-Group:

p. 132, Session 15a: Infer Themes from Text Evidence

p. 137, Session 15b: Support Themes with Text Evidence

16: Spotlight New Thinking:

Learn to use a Facts/Questions/Responses chart.

pp. 6-19

Frame 16

Text

Map of Caribbean region

Anchor Chart: Big Ideas and Lingering Questions

Marker

Online Resources

Clipboard with Post-It Notes

Pencil

Six-Up Post-It Form Book 1, p. 51

How Many Days to America? A Thanksgiving Storyby Eve Bunting

Choose a text that:

• Provides a lot of new information on the topic.
• Stimulates readers' questions and responses.

Example:"At Home in the Arctic"

We want students to:

• Merge their thinking FQR form to take notes when reading nonfiction.
• Understand that merely jotting down the facts isn't enough and that recording their questions and responses helps them better understand what they read.
• Include a variety of responses, such as connections, reactions, and inferences.

Scaffolding:

p. 85, Lesson 16: Spotlight New Thinking

Small-Group:

p. 146, Session 16a: Record Facts, Questions, and Responses

p. 151, Session 16b: Take Notes on an FQR Chart

17: Record Important Ideas:

Create and FQR with historical fiction.

pp. 20-31

Frame 17

Copy of the article, "Stealing Beauty" (See Keep Reading! A Source Book for Short text, pp. 4-11)

Map of Asia

Anchor Chart: Monitoring Comprehension with two columns labeled: Why Meaning Breaks Down and Fix-Up Strategies

Copy of the article, "Stealing Beauty" (See Keep Reading! A Source Book for Short text, pp. 4-11)

A variety of nonfiction texts at different levels and interest

Choose a text that:

• Is about thought-provoking people or events.
• Inspires readers to think deeply about issues.
• Stimulates readers' questions and responses.

Example:Now Let Me Fly

We want students to:

• Record authentic information and ideas.
• Respond to information with questions, interpretations, and feelings.
• Ask and explore lingering questions.

Scaffolding:

p. 91, Lesson 17: Record Important Ideas

Small-Group:

Lesson 17 does not have a corresponding small-group lesson.

18: Target Key Information:

Code the text to hold thinking.

pp. 32-45

Frame 18

Copy of the article, "Stealing Beauty" (See Keep Reading! A Source Book for Short text, pp. 4-11)

Map of Asia

Anchor Chart: Monitoring Comprehension with two columns labeled: Why Meaning Breaks Down and Fix-Up Strategies

Copy of the article, "Stealing Beauty" (See Keep Reading! A Source Book for Short text, pp. 4-11)

A variety of nonfiction texts at different levels and interest

Choose a text that:

• Is packed with facts and information.
• Has complex language and ideas that kids need to put into their own words to fully understand.
• Provides an opportunity for kids to read with a purpose and to gain important information.

Example: A History of US: From Colonies to Country, Chapter 14

We want students to:

• Code the text to leave tracks of their thinking.
• Paraphrase to record information so that they remember it.
• Acquire new knowledge and merge thinking with it.

Scaffolding:

p. 97, Lesson 18: Target Key Information

Small-Group:

p. 156, Session 18a: Target Key Information

p. 161, Session 18b: Paraphrase to Record Information

19: Determine What to Remember:

Separate interesting details from important details.

pp. 46-55

Frame 19

Copy of the article, A History of US: From Colonies to Country (Oxford University Press, 2003) Chapter14, "One If by Land Two If by Sea." [ Keep Reading! A Source Book for Short text, pp. 50-53]

Anchor Chart with three columns labeled, Important Information, Interesting Details,and My Thinking

• Clipboard with a copy of the Important Information, Interesting Details, and My Thinking . [See Strategy Book 5 or available in the online resources.]
• Pencil

A variety of nonfiction texts at different levels and interest

Choose a text that:

• Is one students have already read, annotated, and thoroughly understood.

Example:A History of US: From Colonies to Country, Chapter 14

We want students to:

• Distinguish between interesting details and important information.
• Summarize information that is important to remember and merge their thinking with it.

Scaffolding:

p. 103, Lesson 19: Determine What to Remember

Small-Group:

p. 166, Session 19: Sort Important Information and Interesting Details

Technology:

p. 183, Lesson 19: Collaborate on a Spreadsheet

p. 193, Lesson 20: Evaluate Infographics

20: Distinguish Your Thinking from the Author's:

Contrast what you think with the author's perspective.

pp. 56-71

Frame 20

Copy of the article, "Can Kids Stop Kids from Smoking?" by TIME for Kids Edition (February 23,2001) (See Keep Reading! A Source Book for Short text, p. 54)

Interactive whiteboard or document camera for projecting the article.

• Clipboard with a copy of the "Can Kids Stop Kids from Smoking?" article.
• Copy of the additional TFK articles
• Pencil

Additional Text

• Around half the number of copies of each as there are students in the class. [See Keep Reading! A Source Book for Short Text, pp. 55-57].
• Three TIME for Kids, News Scoop Edition articles:

"Western Roundup" (March 15, 2002)

"Turn It Off" (April 12, 2002)

"One Bed Bug" (January 28, 20000)

Choose a text that:

• Takes a stand on an issue of interest to kids.
• Supports that stand with a variety of facts.

Example:"Can Kids Stop Kids from Smoking?"

We want students to:

• Understand that what they think is important is not always the same as what the author is trying to convey.
• Identify and summarize the author's perspective, as well as their own.
• Recognize the purpose of signal words and verbs to help bridge their background knowledge gap and make sense of reading.

Scaffolding:

p. 109, Lesson 20: Distinguish Your Thinking from the Author's

Small-Group:

p. 171, Session 20a: Recognize the Author's Perspective

p. 176, Session 20b: Summarize the Author's Perspective

21: Construct Main Ideas from Supporting Details Create a Topic/Detail/Response chart.

pp. 72-83

Frame 21

"Big Talkers" by Peter Winkler National Geographic for Kids (September 2001) ( See Keep Reading! A Source Book for Short text, pp. 58-63)

Anchor Chart with three columns labeled: Topic, Details, and Responses

• Copy of the article, "Big Talkers" (See Keep Reading! A Source Book for Short text, pp. 58-63)

Clipboard withTopic, Details, and Responsesform [See Strategy, Book 5, p. 89, or available in the online resources.]

• Pencil

A variety of nonfiction texts at different levels and interest

Choose a text that:

• Divided into sections with subheads, either standard or inferential.
• Well-organized, with subheads representing larger topics and the following paragraphs containing related details that explicitly support that topic.

Example: "Big Talkers"

We want students to:

• Begin to use the Topic/Detail/Response form to distinguish the details from the bigger ideas.
• Understand and articulate how the details support and develop the larger topic or idea.

Scaffolding:

p. 113, Lesson 21: Construct Main Ideas from Supporting Details

Small-Group:

p. 181, Session 21: Use a Topic/Details/Response Chat

22: Read, Think, and React:

Paraphrase and respond to information.

pp. 6-19

Frame 22

• Kids Discover "The Maya"[See Keep Reading! A Source Book of Short Text, pp. 64-73]
• Interactive whiteboard or document camera for projecting the article.
• Anchor Chart with two columns labeled Notes and Thinking.

• Clipboard with Notes/Thinking form [See Strategy Book 6, p. 81, or available in the online resources.]
• Copy of the pages from "The Maya" article
• Pencil

Other nonfiction texts about Mayans

Choose texts that:

• Contain lots of factual information.
• Contain multiple layers of support-headings, illustrations, photographs, captions, maps, etc.

Example:"The Maya"

We want students to:

• Pull out important information that relate to key ideas and paraphrase it.
• Learn strategies for navigating challenging text, taking notes, and responding to the information.
• Monitor their understanding as they read.

Scaffolding:

p. 119, Lesson 22: Read, Think, and React

Small-Group:

p. 190, Session 22: Take Notes, Paraphrase, and Respond

23: Think Beyond the Text:

Move from facts to ideas.

pp. 20-31

Frame 23

• Copy of the article, "Garana's Story: A day in the life of a young Afghan refugee" by Kent Page [See Keep Reading! A Source Book for Short text, pp. 74-79]
• Chart paper with "Garana's Story" article on it, posted page-by-page on the board

• Clipboard with copy of the article, "Garana's Story"

• Pencil and Post-its

Other nonfiction texts about refugees

Choose texts that:

• Present new information.
• Portray universal or human-interest ideas that kids can connect to.
• Deals with significant issues (poverty, war, education, justice, global warming, etc.)

Example:"Garana's Story"

We want students to:

• Respond to information with questions, connections, and inferences that expand their thinking.
• Synthesize the facts and draw conclusions to consider larger issues and ideas.
• Make their thinking visible and learn from each other as they share responses, questions, and ideas.

Scaffolding:

p. 123, Lesson 23: Think Beyond the Text

Small-Group:

p. 196, Session 23: Extend and Expand Your Thinking

24: Read to Get the Gist:

Synthesize your thinking as you go.

pp. 32-47

Frame 24

• Copy of the article, "The Many Faces of Masks" National Geographic for Kids (October 2001) [See Keep Reading! A Source Book for Short text, pp. 80-83]
• Blank chart
• Anchor Chart: Monitoring Comprehension with two columns labeled: Why Meaning Breaks Down and Fix-Up Strategies

• Clipboard with a copy of the "Masks" article
• Pencils and Post-its

A variety of nonfiction texts at different levels and interest

Choose texts that:

• Are divided into short sections that are more easily synthesized than a long article.
• Are well-organized with each section clearly related to the main topic.
• Provides ample clues (headings, captions, illustrations) to big-picture ideas.

Example: "The Many Faces of Masks"

We want students to:

• Slow down and think about the text separating the ancillary details, from the bigger ideas to get the gist.
• Summarize the big picture in a few words.
• Distinguish between text information and their thinking to engage more fully with the text and better understand the material.

Scaffolding:

p. 129, Lesson 24: Read to Get the Gist

Small-Group:

p. 201, Session 24a: Pull Out the Big Ideas

p. 206, Session 24b: Pare Down and Synthesize Ideas

25: Reread and Rethink:

Rethink misconceptions and tie opinions to the text.

pp. 48-63

Frame 25

• Copy of the article, "Hard at Work" by Ritu Upadhyay TIME for Kids, World Report Edition (January 224, 2003) [See Keep Reading! A Source Book for Short text, pp. 84-85]
• Anchor Chart with three columns labeled Facts, Opinions, and Changes in Thinking
• Post-its
• Marker

• Clipboard with Facts/Opinions/Changes in Thinking form [See Strategy Book 6, p. 82 or available in the online resources.]
• Pencil

A variety of nonfiction texts at different levels and interest

Choose texts that:

• Depict complex situations about which kids are likely to have initial opinions and reactions.
• Provide details that amplify the situation or issue (text evidence) as readers more fully explore and discuss the text.

Example:"Hard at Work"

We want students to:

• Understand the difference between facts and opinions.
• Revise thinking and opinions in the face of new evidence and information.

Scaffolding:

p. 133, Lesson 25: Reread and Rethink

Small-Group:

p. 210, Session 25a: Distinguish Between Facts and Opinions

p. 214, Session 25b: Write You Own Summary

26: Read, Write, and Reflect:

Create a summary response to extend thinking.

pp. 64-77

Frame 26

• Copy of the article, "The Comeback Humpbacks" National Geographic for Kids (September 2000) [See Keep Reading! A Source Book for Short text, pp. 86-89]
• Anchor Chart: Entitled Tips for Reading Nonfiction
• Summary Response Rubric and Guide [ See Strategy Book 6, pp. 83-84, or available in the online resources.]

• Clipboard with copy of Summary Response Guide
• Copy of the Humpback" article
• Pencil

A variety of nonfiction texts at different levels and interest

Choose texts that:

• Are on topic about which we are passionately interested and students ae likely to be fascinated.
• Contains complex information that students can absorb and put into their own words, adding their own ideas to the mix.

Example:"The Comeback Humpback"

We want students to:

• Learn how to write a summary response.
• Understand that it is important to include their own thinking when they summarize and synthesize their reading.
• Build on and extend their knowledge of a topic to arrive at a new insight or an original thought.
• Include comments on their strategy use, as well as on the content, and their reactions when writing a summary response.

Scaffolding:

p. 137, Lesson 26: Read, Write, and Reflect

Small-Group:

p. 219, Session 26a: Learn to Write a Summary

p. 224, Session 26b: Learn to Write a Summary

p. 229, Session 26c: Learn to Write a Summary Response

p. 235, Session 26d: Write Your Own Summary Response

Technology:

p. 227, Lesson 23: A Video Book Review

p. 235, Lesson 24: Create a Book Trailer