Meet Rosina Day 3 of 3

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SWBAT ask and answer questions to understand the key details about an informational text.

Big Idea

Rosina's family plays chess, they cook, and hang out. What else do they do that is like all other normal families? Come find out.


5 minutes

Summary and Context

Today we reread Meet Rosina with more text dependent questions. This is the second read and so the questions are the how and why? I do not ask as many, because I want to give my students the time to think critically about what they are reading.

I am asking these questions so that my students understand the main idea about Rosina.

Afterwards, we will debrief the lesson and share what was learned.


Lesson Opening:

I start with the students on the rug and share the objective. Reviewing is a technique I use often with my students because it helps them make connections between the old knowledge and the new knowledge. I ask them to pair share. This mean they turn to their rug partner, sit knee-to-knew and eye-to-eye. They choose who goes first. The question is:

•What is this story about?

After a few share out loud.

Rereading Meet Rosina

20 minutes

Today, I reread Meet Rosina. We reread only selective pages. In rereading a selection, it is up to us what pages to read. Those pages I am selecting to reread are pages that tell us about Rosina at school and at home.

I ask my students to tell me what they know about the word, describe. I explain the word and I let them know that today's reading is about describing Rosina and her life at school and at home.

I am using this question as we reread:

•Given the illustrations and the text, how can we describe Rosina?

As we read, I create a chart where I list some of the Rosina's traits:

What Rosian does

I collect this information so that the students can come up with a main idea about Rosina.

In rereading, I use a cloze reading and a choral reading. A cloze reading involves the teacher reading and leaving out intentionally a word for the studies to read chorally. I like using this technique because it keeps the students engaged and the reading flowing.

I invite you to think about reading techniques that best fit your students.

Debriefing: What do Rosina's actions say about her?

5 minutes

I gather the students on the rug. I reference the chart we created about Rosina:

What Rosina does

I ask them look at the evidence we gathered that describes Rosina. I ask them to think about a main idea we can make about her given this evidence.

I ask them to pair-share: How can we describe Rosina given the evidence? I restate the question another way: What does this say about her?

Then a few share out.

I review the objective and bring closure to the lesson.