Determining+Importance

= = = Determining Importance = __ Week One: __
 * Day 1:**


 * __Learning Target__s:**
 * I can explore the important ideas in an article.
 * I can identify the headings in an article.


 * __Plan__**:
 * Do the lesson from __Making Meaning__: pages 318 - 323
 * Beforehand - assign new partners for students to work with
 * The article for this lesson is located on page 32


 * __Center Work__**:
 * Answering Questions about Article: [|WildRidesArticle.doc]
 * Predictions About Articles from Title: [|TitlePredictionsArticles.doc]
 * Finish Letters to Museum Friend

__**Lower Group:**__
 * Look, Say, Cover, Write, Check: [|WildRidesVisualize.doc]
 * Finish Letter to Museum Friend

**Day 2:**


 * __Learning Target__s:**
 * I can explore the important ideas in an article.
 * I can find evidence in the article to answer a question.


 * __Plan__**:
 * Do the lesson from __Making Meaning__: pages 324-328
 * Beforehand - assign new partners for students to work with
 * The article for this lesson is located on page 328
 * Model the worksheet below (sorting the main idea from interesting details) during the read aloud


 * __Center Work__**:
 * Summer of the Sharks determining importance sheet: [|summerofthesharks main ideas.doc]
 * Answering Questions about Article: [|MCASQuiz.doc]
 * "Wild Cats" worksheet that Heidi created
 * Finish Letters to Museum Friend

__**Lower Group:**__
 * Work from Above
 * Mix, Fix, Mix

__ Week Two: __ [|PrinterFriendlyVersionJan22.doc] PREP:
 * Get computers ready for Raz Kids and StoryOnline
 * Core Reading Centers **
 * Reading Response #1: [|NoseForTheArtsComprehension.doc]
 * Reading Response #2: [|NoseForTheArtsImportantIdeas.doc]
 * Materials Needed: Glue Sticks
 * Text Talk Game: [|Text Talk Game.doc]
 * Fluency

** Reading Centers for Tier 2 & Tier 3 Students **
 * Look, Say, Cover, Write, Check
 * Mix, Fix, Mix

** Extra Centers **
 * Visualizing a poem [|The Worm.doc]
 * Listening Center: http://www.storylineonline.net/
 * Independent Reading
 * Write an article about what you're reading


 * Day 3:**


 * __Prep:__**
 * Copy page 334 from __Making Meaning__


 * __Learning Target__s:**
 * I can explore the important ideas in an article.
 * I can explained what I learned from an article.


 * __Plan__**:
 * Do the lesson from __Making Meaning__: pages 329-334
 * Beforehand - assign new partners for students to work with
 * The article for this lesson is located on page 334
 * Talk about the difference between important ideas and interesting details during mini-lesson

**Day 4 - 5:**
 * __Learning Target__s:**
 * I can explore the important ideas in an article.
 * I can explained what I learned from an article.


 * __Plan__**:
 * Read non-fiction text and/or articles from "Time For Kids."
 * Focus on important ideas versus interesting details
 * Create anchor chart from findings.

__Week 3__

Prep For Week:
 * Find articles in TFK to read to students
 * Prep Listening Center
 * Re-introduce 3 new Text Talk Words
 * Copy and easy Fluency
 * Copy all work

Lesson 1


 * __Learning Target__s:**
 * I can explain the most important idea of a book.


 * __Plan__**:
 * Read __Me First__ by Lynn Munsinger
 * Pages 338 - 339 from //Making Meaning//

Lesson 2


 * __Plan__**:
 * Read __Me First__ by Lynn Munsinger again
 * Pages 344 - 345 from //Making Meaning//

Lesson 3 and Lesson 4

THIS LESSON IS ALSO LISTED ABOVE: REPEAT LESSON!

Learning Targets:
 * I can identify the main idea in a chapter. This means I can say what is the most important information in the chapter.

Read Chapter 1 (What is a Fish?) from the Making Meaning book __Fishes__.

Explain that good readers use the title or headings in a chapter to know what the main idea is going to be. In other words, the title or heading gives you clues to help you know what you are looking for. You might find other important information, but the title or heading can help you know what is MOST IMPORTANT.

Read the title: "What is a fish?"

Ask: "So what are we going to learn about in this chapter? What information are we looking for?"

Each time you learn something, ask someone to say what you learned, then ask if it answers that question: "What is a fish?" If not, it is just an interesting detail. We have to keep our eyes on what we are looking for: What is a fish?

Students should be able to say, at the end, that the main idea is that a fish has a backbone and gills.

Reader response: (2 versions in the same document; one is multiple choice, the other they have to write the main idea):[| fishes ch1.doc]


 * __Learning Target__s:**
 * I can explore the important ideas in an article.
 * I can explained what I learned from an article.


 * __Plan__**:
 * Read non-fiction text and/or articles from "Time For Kids."
 * Focus on important ideas versus interesting details
 * Create anchor chart from findings.


 * CORE READING CENTERS **
 * Reader's Response #1 and #2: [|Me First.doc]
 * Visualize Poem (Bee! I'm Expecting You): [|Bee!I'm Expecting You.doc]
 * If you are supporting this center, please talk about what this poem means with students.


 * OTHER READING CENTERS **
 * Look, Say, Cover, Write, Check
 * Mix, Fix, Mix
 * Fluency #1 (Bee! I'm Expecting You): [|Bee! I'm Expecting You Fluency.doc]
 * If you are supporting this center, please have students keep these poems in their Reading folders. Punch holes in them if they need holes. Also, please talk with students about what this poem means. Time them as they read and record it on their sheets
 * Listening Center
 * Write an article about what you are reading
 * Explore Times For Kids with Worksheets
 * Text Talk
 * Fluency #2: Phonetic and easier Fluency

__Week 4__

Lesson 1
 * Prep Listening Center
 * Re-introduce 3 new Text Talk Words
 * Copy easy fluency
 * Copy harder fluency
 * Copy Reader Response #1 and #2
 * Add Determining Importance to list of reading strategies


 * __Learning Target__s:**
 * I can explain the most important idea of a book.
 * I can make an inference about how a character in a book is feeling.


 * __Plan__**:
 * Read __Bi Al__ by Andrew Clements Yoshi
 * Pages 346-354 from //Making Meaning// (do all in one day)

Lesson 2


 * __Learning Target__s:**
 * I can explain the most important idea of a book.
 * I can make an inference about how a character in a book is feeling.


 * __Plan__**:
 * Read __Erandi's Braids__.
 * Use the lesson in Making Meaning on Day 1

Lesson 3

Whole Class PALS Reading Fluency

Lesson 4
 * __Learning Target__s:**
 * I can explain the most important idea of a book.
 * I can make an inference about how a character in a book is feeling.


 * __Plan__**:


 * Re-read __Erandi's Braids__.
 * Use the lesson in Making Meaning on Day 2


 * CORE READING CENTERS **
 * Reader's Response #1 and #2: [|BigAlReaderResponse.doc]
 * [|Erandis braids main idea.doc]
 * Fluency Practice: (Dreams By Langston Hughes) [|DreamsFluency.doc]
 * Visualize Poem: [|DreamsHughes.doc]
 * If you are supporting this center, please talk about what this poem means with students.


 * OTHER READING CENTERS **
 * Look, Say, Cover, Write, Check
 * Mix, Fix, Mix
 * Fluency #1
 * If you are supporting this center, please have students keep these poems in their Reading folders. Punch holes in them if they need holes. Also, please talk with students about what this poem means. Time them as they read and record it on their sheets
 * Listening Center
 * Explore Times For Kids with Worksheets
 * Text Talk
 * Fluency #2: Phonetic and easier Fluency