During the Cue Set, we review prefixes that we learned during our unit. Scholars look at pictures of 3 works that begin with the prefix re- and three pictures that begin with the prefix de-. Then, scholars have 1 minute to jot down what they think each prefix means, based on the pictures. I think aloud to support some of my struggling scholars by saying, "Hm, this is a picture of someone EX-tracting a tooth. This is a picture of someone EX-iting building. What do those two actions have in common?" I don't actually give the answer here, I just model asking questions that scholars should be asking themselves.
Finally, scholars have 20 seconds to share with table partners and then we discuss the meaning whole group. I take two friends from my cup and two volunteers during the discussion. Here are scholars sharing their lists.
During the teaching strategy, we review how to answer questions that describe the relationship between an idea and a character in a text. Scholars also explain how this relationship changes over time.
I show scholars the following question: How does Karana's relationship with animals change from the beginning of the book to the end of the book? Use evidence from the text to support your response.
Scholars read the question. Then, we underline key words and discuss the meaning of the question. Here are the underlined words & phrases in the question. We create a list of steps that we need to take to answer the question and then we brainstorm different ways that we might be able to organize our response.
During the guided practice scholars begin practicing how they might write a Prose Constructed Response (PCR) to this question. Since we are reviewing, scholars pick their own partners. I pull a small group of scholars and support them to begin to write and organize a response. Here are scholars going back to the text to find the answer.
Here is a sample of me supporting one of the groups during the PCR creation. The emphasis here is again going back to the text to find the answer.
The idea here isn't that scholars actually write a response to this question, but that they practice preparing to answer this question as this will help them tomorrow.
During this time scholars rotate through 3 stations. I give scholars 20 seconds to get to the place in the room where they will be for the first rotation. The first scholars who are there with all materials they need receive additions on their paychecks or positive PAWS. Before we get into small groups, I review the checklist IBD for the week to make sure that scholars remember what they are accountable for completing during independent rotations.
During the rotations for this lesson, my small group objective today is to answer inferential questions in books that are on each group's highest instructional level. Scholars read a portion of the same book (different for each group depending on reading level, but the same text is read in each group). We practice recording our thinking on dry erase boards to use a different mode of recording and to keep things a little fresh.
The pink group will continue student-led text talk groups. Their focus question will depend upon the text they selected and the part that they read. They are always expected to use quotes to support their answer.
After the first rotation, I do a rhythmic clap to get everyone's attention. Scholars place hands on head and eyes on me so I know they are listening. Then they point to where they go next. I give them 20 seconds to get there. Again, scholars who are at the next station in under 20 seconds with everything they need receive a positive PAW or a paycheck addition. We practice rotations at the beginning of the year so scholars know if they are back at my table, they walk on the right side of the room, if they are with the ELL teacher, they walk on the left side of the room and if they are at their desks, they walk in the middle of the room. This way we avoid any collisions.
At the end of our rotation time I give scholars 20 seconds to get back to their desks and take out materials needed for the closing part of our lesson. Timing transitions helps to make us more productive and communicates the importance of our learning time.