# Reading All Together: Second Chapter

4 teachers like this lesson
Print Lesson

## Objective

SWBAT read and discuss the important details that are explicit and inferred in our book.

#### Big Idea

In this lesson we are going to read the second chapter of Number the Stars as a whole class. I will be stopping and prompting questions that require students to infer and draw on details from the book.

## Review What We Know

5 minutes

Before we begin a new chapter I always like to review what we know or have learned so far. The first chapter I really tried to get my students to understand the characters. We focused on all of the characters, but I want to review Annemarie and Ellen.

I start by asking students to share what they know about these two characters. The class begins describing them to me. I want them to move past the descriptions and ask probing questions on what they notice about the two girls descriptions. I asked them to compare and contrast them in their heads. Students then began to try to infer information about the characters. I have students infer that Annemarie is brave and Ellen is more fearful. I keep this line of thinking going and help them come to the conclusion that the author has made the two girls opposites.

This is a great way to review the events of chapter one. The class confirms the girls are opposite by how they react and act within the reading.

## Reading Paragraphs: Modeling and Student Practice

20 minutes

With our review kickstarting our thinking, we are ready to read. When we open up to the chapter I ask them to read the chapter's title. I then ask them to infer and predict what the title might be about. I have two very different answers. One student sees the word past and thinks we are going to go back in time within the book. The other, thinks of someone going past your house over and over and you start to wonder why they keep going by. I make sure to compliment them both for using what they know and using it to create a better prediction.

To read the chapter I chose to read in a popcorn or class read. We are short on time because of our discussion, but I want to get through the chapter. When I read with my class this way, I also take the opportunity to model good reading for them. This requires me taking a turn. I do not cold call on students, but ask who would like to read and write their names on the white board. This gives me a reference point to call on the next reader.