Summary and Context
Today looks very similar to yesterday. In the beginning repetition is important. Setting predictable scenarios helps my students feel safe and lowers their affective filter to facilitate learning.
Today, I engage my students in the reading of Chapter 2: "Tabby," with text dependent questions. I use two different reading techniques to make it an interactive process.
After we read, I will pose more questions to recount the key details of this chapter. I will use drawings, words, and phrases to accomplish this task. My students will take notes on their personal sheet.
My students will have the opportunity to write what they learned about Tabby.
I start with students on the rug. I share the objective with the students. To get the point across about the importance of the illustrations in creating/enhancing meaning to the storyline, I review a wordless picture book titled the Wonder Bear by Tao Nyeu. I skim through a couple of pages. I review the comprehension strategy of questioning. Asking questions is an important skill in a reader. Teaching students to formulate thoughtful questions takes time and much practice.
I dismiss the students to their tables to find Chapter 2: Tabby in their anthology.
At their seats, I walk around and assist those students who need help locating the story and chapter 2 first in their table of contents and then in their anthology. Before proceeding to reading of Chapter 2, I ask the students to turn to their seat partner and ask each other what happened in Chapter 1. I ask the boys to ask the girls first. I have 22 students in my class and incredibly I have 11 boys and 11 girls. So I have sat them for the moment one girl and one boy to a desk. This will change as the year progresses. Sometimes this helps with the discipline.
Then, I ask a few students to share aloud. After this, we proceed with the reading of Chapter 2. Again, I use cloze and choral reading. Cloze readings include the teacher reading and intentionally leaving a word out for the students to read chorally. It keeps the pacing of the lesson moving fluidly and the students accountable.
As I read with them I ask text dependent questions that ask them to dig back into the text. I expect them to answer with complete sentences and provide evidence from the text.
At the beginning of the year, I teach them Brain Dance. Brain Dance constitutes of 8 movement patterns which helps to rewire the central nervous system. In these two minutes, I choose a couple of the steps to help my students wake up and feel reenergize to continue with our work.
We do this for about 2-3 minutes, no more is needed. I am attaching a document that gives more in depth details about this amazing practice:
I review the Chapter 1: Mr. Putter by referencing the large chart. I recount orally for them because my students benefit from listening to academic language so that they can approximate it and do it independently.
I ask students to go back to the beginning of Chapter 2. I ask them to pay attention to the title of the chapter. My students need direction to pay close attention titles so that they can understand how titles give us clues about what we are going to be reading. This helps my students stay focus on the idea that this chapter is about Tabby. This aids their comprehension. These are the questions I ask to get to the key details in this recounting:
I tell them we are going to be discussing what is happening with Mr. Putter. I am letting them we will be using the illustrations to help us understand.
I prompt the students with questions. I use pictures and words to guide students in recording our discussion. Students transcribe on their graphic organizer. The CCSS is about making the connections between the listening, speaking, reading, and writing tighter. That is why I am asking the students to use the graphic organizer. It will help retain the information.
Now the students will work independently to think about and write about what have we learned about the other character: Tabby. The question they will need to answer is:
•What have learned about Tabby?
•What do they tell us about the cat?
Unfortunately their work was misplaced but my students love animals and doing so, their writing was on target in terms of providing details sustained by evidence found in the text about Tabby. At this point they are writing simple sentences made up of 3-4 words and one of the skills I am going to be teaching them is how to write complex sentences, which have more than 5 words. That comes later.