Nonfiction

= Week 1: WONDERING (Fiction & Narrative Nonfiction) = //These plans are taken from __Making Meaning__: Unit 6//


 * Morning Meeting:**
 * On Monday re-introduce students to the non-fiction basket of books. Tell them that you encourage them to chose books from here because in writing and reading we will be focusing on non-fiction texts.
 * Also introduce students to the book __The Tale of Peter Rabbit__. The book is very small and students will have a hard time seeing the pictures during the Read Aloud. Invite them to explore the pictures before the Read Aloud and after.


 * Prep:**
 * Think about assigning partners to each other (honey partner, Boston Garden partners, or new partners - maybe Mattapan Square partners). This will make Turn & Talk time more organized and bring something new to it to make it a little interesting.
 * Add "wondering" to list of reading strategies.
 * Make sure Geology books, non-fiction animal books, and biographies are available for students to browse
 * It might make sense to put in post it notes - Text Talk style - for vocabulary and stopping points... this way it will be there for future reads:
 * Print & Copy materials for Days 1-4
 * THINKING ABOUT MY READING
 * What is happening in my story right now?
 * Does the reading make sense?
 * How many words on the I just read are new to me?
 * How many words don't I know?
 * Would it be better to continue reading this book or get a new one?

READER'S WORKSHOP SCHEDULE: [|Week of November 30.doc]

READ ALOUD
I can listen to my partner's thinking during a Turn & Talk. I can predict what's going to happen next in a story and explain my prediction to my partner.
 * __Learning Target:__**


 * __Teacher Directed Instruction:__**
 * Have students sit next to their partners during the Read Aloud.
 * show cover of __The Tale of Peter Rabbit__
 * "This was the first story Beatrix Potter wrote and illustrated. She wrote this book and other similar books 100 years ago. Children enjoyed reading them then and they still enjoy reading them now. Today we are going to read this story that Beatrix Potter wrote. Tomorrow we are going to read a story about the author Beatrix Potter herself!"
 * "Today I am going to stop reading in the middle of the story and you are going to have opportunities to turn and talk to your partner."

During the reading go over the following words and phrases:
 * __Vocabulary & Structure:__**
 * mischief (13): playful behavior that bothers or harms others
 * "implored him to exert himself" (33): begged him to try and get up
 * sieve (34): container with lots of small holes (make a science connection to the sieves we'll be working with)
 * hoe (49): gardening tool with a long handle and thin blade
 * fortnight (54): two weeks
 * __Joint Practice:__**
 * Read the story.
 * There will be a series of Turn & Talks - student answers DO NOT have to be shared out to the whole class.
 * Stop at page 10 after "... he was put in a pie by Mrs. Mcgregor" and ASK:
 * //"What does Mrs. Rabbit mean when she says that their father had an accident?"//
 * //__TURN AND TALK:__//Stop at page 18 after "But Peter, who was very naughty ran straight away to Mr. McGregor's garden, and squeezed under the gate!" and ASK:
 * "What happened so far, and what do you think will happen next?"
 * //__TURN AND TALK:__//Stop at page 30 after "It was a blue jacket with brass buttons, quite new." and ASK:
 * "What happened so far, and what do you think will happen next?"
 * //__TURN AND TALK:__//Stop at page 41 after "He went back to work." and ASK:
 * What happened so far, and what do you think will happen next?"
 * //__TURN AND TALK:__//Stop at page 49 after "His back was turned towards Peter, and beyond him was the gate!" and ASK:
 * "What happened so far, and what do you think will happen next?"
 * //__DISCUSS THE STORY:__//
 * ASK: "What part of the story did you like best?"
 * As students mention this reread the parts of the story they liked the best and show the illustrations.
 * __//WONDERING ABOUT BEATRIX POTTER://__
 * ASK: "After hearing the __The Tale of Peter Rabbit__and seeing the illustrations what are some things you wonder about the author Beatrix Potter? What would you like to find out about her?"
 * Char student answers.
 * After hearing student responses explain that some of their questions might be addresses in the book about Beatrix Potter that they will hear in the next lesson.
 * //__REFLECT ON WORKING TOGETHER AS PARTNERS__// (time permitting)
 * //__REFLECT ON WORKING TOGETHER AS PARTNERS__// (time permitting)
 * //__REFLECT ON WORKING TOGETHER AS PARTNERS__// (time permitting)

READER'S WORKSHOP TIME

 * Centers:**
 * 20 Minutes of Independent Reading (Direct students to prepared chart, "Thinking about my Reading" 10 minutes into the reading)
 * At this time - adults should be circulating and checking for student comprehension... adults could even sit in groups of 7 to make their circulation easier.


 * //*I know that we have discussed that Independent Reading is possibly not the best use of time but I thought we could give it a try - especially because students have books on their level because of Reading A-Z. Also - the article we read did suggest that students get Independent Reading time).//


 * Fluency Reading ("Bouquet of People")
 * Look, Say, Cover, Write, Check
 * Independent Reading


 * Share:**
 * Students share their reading of "Bouquet of People"

READ ALOUD/STRATEGY LESSON
__**Prep**__: Write fiction: make believe stories on board. Write non-fiction: books about about real people, animals, and things on the board. Write biography: a non-fiction book that tells a bout a person's life on the board. Prep an anchor chart with the heading "What I WONDER about Beatrix Potter..."

__**Learning Target:**__ I can visualize, make connections, and wonder about a story to help me understand the story better.


 * __Teacher Directed Instruction:__**
 * Have the same partners sit together
 * "Yesterday we read __The Tale of Peter Rabbit__. That was a fiction books because it had make-believe characters, places, and things that happen."
 * Point out the word "fiction" on the board.
 * Point out other fiction stories you have read together.
 * "During the next couple of weeks you all will hear and read book about real people, animals, and things. These books are called non-fiction books."
 * Point out the word "non-fiction" on the board.
 * Point out other non-diction books you have read together.
 * Show students the cover of the book __Beatrix Potter__.
 * "This is a true story about Beatrix Potter, the author who wrote __Peter Rabbit__. A nonfiction story that tells about a person's life is called a biography. Beatriz Potter was born in England 150 years ago. She loved science, animals, and drawing. She often drew pictures and wrote about animals."
 * Go over the I wonder statements students made yesterday and remind them to look for the answers to their questions
 * Read Aloud
 * "Today I am going to stop reading in the middle of the story and you are going to have opportunities to turn and talk to your partner."
 * "The first part of the book describes Beatrix and her brother Bertram's lives as children
 * //__TURN & TALK__//: Stop at page 6 after "Beatrix was especially fond on two pet mice name Hunca Munca and Appley Dapply, and a rabbit named Peter" and ASK:
 * "What did you learn about Beatrix as a child?"
 * Share out answers.
 * "The next part of the book tells about Beatrix's interest in painting. Listen for what you learn about this.
 * //__TURN & TALK__//: Stop at page 9 after "Her years of practice made her an excellent painter." and ASK:
 * "What did you learn about Beatix Potter's interest in painting?"
 * Share out answers.
 * "The next part of the book tells about Beatrix's good friend Anne Cater, and how Beatrix came to write __The Tale of Peter Rabbit__.
 * //__TURN & TALK__//: Stop at page 15 after "She didn't think about writing other stories because she was more interested in making drawing and keeping notes on science." and ASK:
 * "What have you learned about how Beatrix got the idea for __The Tale of Peter Rabbit__?"
 * Share out answers. Encourage students to use "we" statements or share their partner's thinking.
 * //__TURN & TALK__//: Stop at page 21 after "The book was very popular and make a lot of money for her." and ASK:
 * "What did you learn from the part of the story I just read?"
 * STOP READING AT PAGE 21


 * __Vocabulary & Structure:__**
 * governess (4): women who take care of other people's children
 * fond of (6): like very much
 * boarding school (10): schools at which students live
 * companion (10): person who accompanies another person
 * bronchitis (12): illness in your throat and lungs
 * rheumatic fever (12): children's disease that isn't common anymore
 * enlarge (18): make bigger

__**Discuss the Story:**__
 * "Today you learned about Beatrix Potter's life from her childhood to the age of 36. What did you learn about Beatrix Potter that surprised you?"
 * "Wondering is a reading strategy that you all used yesterday and today. Good readers wonder about the stories they read and it helps them understand the story even more."
 * "Based on what you know about Beatrix Potter so far, what do you wonder about her?"
 * Chart student answers
 * If there is time reflect on how partners worked together.

READER'S WORKSHOP TIME

 * Centers:**
 * __Reader's Theater__
 * __[|BeatrixPotterPlay]__
 * Students practice the short play about Beatrix Potter and Annie. Students practice alone. Talk about how you have to change your voice to make sure that you are conveying the emotion of both characters. (10 minutes of solo practice).
 * Students get with their partners and practice the play (10 minutes)
 * Rock, Paper, Scissors to figure out roles
 * __Word Sort__
 * __Be inspired by Beatrix Potter__. Draw a picture of Peter Rabbit. [|DrawPeterRabbit.doc]
 * Independent Reading


 * Share:**
 * Students share out Beatrix Potter play

READ ALOUD/STRATEGY LESSON

 * __Learning Target__**:
 * I can listen to my partners ideas and contribute to their ideas. This means that I can add to my partner's thinking.

__**Teacher Directed Instruction**__:
 * Have partners sit together.
 * "Today I am going to teach you how to contribute ideas that are different from your partner's ideas. This is a good skill, especially when you read non-fiction books because there is so much information in non-fiction books that it is hard to remember everything! What's going to happen is your partner is going to contribute some ideas and then you are going to add to their ideas. This way you can remember more information together."
 * Chose a volunteer to be your partner. Show them the cover of __Beatrix Potter__. Ask them "What do you remember about Beatrix Potter from the first part of the book?" Model good listening. Repeat what your partner learned and then share something else that you learned. Explain that students will be doing the same thing today.
 * __//TURN & TALK//__: "I want you to turn and talk to your partner and tell them different things that you learned from the first part of the book we read together."
 * Read the rest of Beatrix Potter aloud
 * "Today I am going to read the rest of __Beatrix Potter__ aloud. You all are going to learn about what happened to Beatrix's life after she became famous for writing __The Tale of Peter Rabbit__."
 * At the end of yesterday we learned that Beatrix became a famous and wealthy author because of her book, __The Tale of Peter Rabbit__. The next part of the book tells about Beatrix's time at Hilltop Farm in the countryside of England.
 * //__TURN & TALK__//: Stop at page 22 after "Finally, Beatrix was doing what she wanted and was happy." ASK:
 * "What have you learned about Beatrix in this part of the story?"
 * Remind students to share DIFFERENT ideas with each other.
 * Share out.
 * "The last part of the book tells about Beatrix's marriage."
 * //__TURN & TALK__//: Stop at page 26 after "Her eyesight was getting weak, and preferred spending her time with her animals and her farming."
 * "What new information have you learned about Beatrix Potter?"
 * Share out
 * Finis the book.


 * __Vocabulary & Structure:__**
 * tales (22): stories
 * proposed (25): asked her to marry him
 * disapproved (26): didn't think it was a good idea
 * museums (28) places where interesting object of art, history, or science are displayed
 * tourists (28): people who travel and visit places for pleasure
 * private (30): quiet, keeping to oneself
 * modest (30): not haughty - not bragging

__**Discussion:**__
 * "In what ways did Beatrix use her own life to help her write stories?"
 * What was the most surprising or interesting think you learned about Beatrix Potter?"
 * Reflect on students' I wonder chart. Explain that students could look in other books, magazines, and the Internet to find out more information about Beatrix Potter.
 * Reflect on working with a partner to contribute different ideas from their partners. Ask:
 * "What did you and your partner do to contribute different ideas?"
 * "Were you able to remember of the book together by contributing different ideas?"

READER'S WORKSHOP TIME

 * Centers:**
 * Unfinished Work
 * Text Talk
 * Practice Fluency alone
 * Practice play alone
 * Independent Reading


 * Share:**
 * Students who want to share the Beatrix Potter play or the poem (student choice)

Day 4:

 * Read __Muhammad Ali__
 * Create a chart for wondering about Ali
 * Chart students' "wonderings" about Ali

READER'S WORKSHOP TIME

 * Centers:**
 * Practice Ali play (15 minutes)
 * Unfinished Work
 * Practice fluency
 * Practice Beatrix Potter play
 * Independent Reading
 * Ali Wondering: [|AliWondering.doc]


 * Share:**
 * Students who want to, read the Ali play.
 * [|AliMonologue]

= Week 2: WONDERING (Expository Nonfiction) =
 * __It Could Still Be a Worm__
 * __Plants that Eat Animals__

Lesson taken from __Grade 2 Making Meaning__ pages 216 - 230

[|A Venus Flytrap and a Beetle Meet….doc]
 * Reader's Theater**

Read about Harriet Tubman
 * Extension**
 * Introductory discussion about slavery and skin color
 * [|WonderingSlavery.doc]

= Week 3: WONDERING =

Day 1
I can wonder to help me understand a book better.
 * __Learning Target__**:

__**Teacher Directed Instruction**__:
 * Have partners sit together.
 * Pass out ears and mouths.
 * "Last week you worked on sharing your partners' thinking. You did an excellent job listening. This week you are going to have more practice sharing your partner's thinking."
 * Show cover of book
 * Be explicit about the features
 * title
 * author
 * "The cover shows a school of fish called french grunts"
 * show the copyright page
 * "I learned what the photo shows by reading information on this page, which tells which company published the book (Children's Pres) and when it was published (2001).
 * table of contents (page 3)
 * "The Table of Contents gives information about the topics in a book and the pages where these topics can be found."
 * Read a few chapter titles aloud
 * "What do you think you will learn about fishes from this book?"
 * "Today I am going to read the first chapter and stop like before to ask you questions so you can share your thinking with a partner. Remember, your job will be to listen really well and share your partner's thinking."


 * __Shared Practice:__**
 * __//TURN & TALK//__: Read the first sentence on //page 5: "What do you think of when you hear the word fish?"//
 * The next part of the book tells where fish live and how large or small they can be.
 * __//TURN & TALK//__: //page 7: "...about the size of the eraser on a pencil."//
 * //__ASK:__ "What did you fishes in the part I just read?"//
 * "The next part I will read tells about fishes' bodies."
 * __//TURN & TALK//__: //page 9 "The white areas behind this hogfish's mouth is its gills."//
 * //__ASK:__ "What did you just learn about fishes' bodies?"//

__**Discussion:**__
 * "What did you learn about fishes' bodies that you already knew?"
 * "What new or surprising information did you learn?"
 * "Now I am going to ask you a question and your job is going to be to share your partners' thinking."
 * __//TURN & TALK://__ //"Now that you have learned some information about fish, what are you wondering about them?"//
 * //Share out partners' thinking (few students)//
 * //Jot down student answers on scrap paper (pay attention to questions about fishes' bodies)//
 * //"Tomorrow some of your questions might be answered. We will hear a chapter called "A Fish's Body."//

READER'S WORKSHOP TIME

 * Centers:**
 * Fluency Reading
 * Browse non-fiction baskets
 * Wondering sheet from __Making Meaning__ (make a copy)
 * Visualize the poem (make it a line by line visualization sheet)


 * Share:**
 * Shared Reading

Day 2
I can wonder to help me understand a book better.
 * __Learning Target__**:

__**Teacher Directed Instruction**__:
 * Have partners sit together.
 * Pass out ears and mouths.
 * "Yesterday we learned about what fishes gills and backbones do."
 * //Reread page 8 for students//
 * Show Table of Contents Chapter 3: Introduce the third chapter - "A Fish's Body."
 * //"What page does this chapter start on?"//
 * //"Today we are going to skip ahead to chapter 3 so that we can learn more about a fish's body.//
 * Show pages 20-21 and read the chapter title aloud
 * Remind students of their wondering from yesterday and see if there are any new wondering specifically about fishes' bodies
 * Jot down new wonderings
 * "The first part of the chapter tells about fishes' fins.
 * Point out labeled photograph on page 21.
 * Read the labels aloud
 * "How do fishes' use each kind of fin?"
 * __//TURN & TALK//__: **Page 23**: "...but they are better at turning quickly."
 * //"What did you learn about fishes' fins?"//
 * "The next part of the book tells about fishes' scales.
 * __//TURN & TALK//__: **Page 25:**"You can tell a fish's age by counting the number of growth rings on its scales."
 * //"What did you learn about fishes' scales?"//
 * //"Fish have some body parts, like fins, tails, and scales, that people don't have. The next part of what you read is about eyes, mouths, and teeth."//
 * __//TURN & TALK//__: **Page28**: "Fishes with sharp, pointed teeth hunt other fishes."
 * //"What did you learn about fishes' eyes, mouths, and teeth?"//
 * "//The last part of the chapter tells what different-sized fish eat."//
 * __//TURN & TALK//__: **Page 29:** //"A//large koi carp is about to swallow a small goldfish."
 * //"What do small, medium-sized, and large fish eat?"//


 * __Vocabulary & Structure:__**
 * narrow (23): not wide, thin
 * cruise (23): travel smoothly and easily
 * broad (23): wide
 * shingles (23): flat pieces of wood that are put in overlapping rows to cover roofs and outside walls
 * suit of armor (24): suit of clothes used as protection in a battle
 * grap (25): hold
 * algae (27): small plants without roots or stems that grow under water
 * coral (27): colonies of tiny sea creatures
 * mussels (28): sea creatures that have a two-part, usually black, shell

__**Discussion:**__
 * //"What was the most interesting or surprising thing you learned from this chapter?"//
 * //"What are you still wondering about fish?"//

READER'S WORKSHOP TIME

 * Centers:**
 * Students get Making Meaning Workbooks and complete Page 6
 * Build up excitement about books
 * Talk about how students have to write in them very carefully and professionally
 * Copy Page 46 (Index of Fishes) and have students answer the following questions in this sheet: [|FishIndexSheet.doc]
 * Finish Small Moment Illustrations
 * Invitation to Small Moment Publishing Celebration
 * Browse Non-Fiction Books
 * Jessica: Time as many students when you are floating around as possible.

Fluency Reading
 * Share:**

Day 3
I can wonder about Harriet Tubman's life so that I can understand the book __Minty__ better.
 * __Learning Target__**:

__**Teacher Directed Instruction**__:
 * Have partners sit together.
 * Read __Minty__
 * Introduce the book (cover, date, illustrator, etc.)
 * "This is a book about Harriet Tubman's life. What do you already know about Harriet Tubman?"
 * Read the back of the book to students
 * Explain that you can usually find out more about a book from the back or inside cover
 * "What do you think you might learn in this book?"
 * Stop periodically to check for understanding through Turn & Talks


 * __Vocabulary & Structure:__**
 * Biography
 * Autobiography

__**Discussion:**__
 * "What words would you use to describe Harriet Tubman as a little girl?"
 * "What words would you use to describe Harriet Tubman as a young woman?"
 * "What words would you use to describe Harriet Tubman as an older woman?"
 * "What did you learn about Harriet Tubman that surprised you most?"
 * "What are you still wondering about Harriet Tubman?"


 * __Poetry Connection:__**
 * Read "Harriet Tubman" poem to students (on chart paper)

READER'S WORKSHOP TIME

 * Centers:**


 * Fluency: "Harriet Tubman" by Eloise Greenfield: [|Harriet TubmanPoem.doc]
 * Wondering & Visualizing Sheet: [|MintyWonderingVisualizing.doc]
 * Text Talk
 * Explore Non-fiction books

= Week 4: = = **WONDERING** = = //Lesson partially taken from __Making Meaning__// = = __Pop! A Book About Bubbles__ by Kimberly Brubaker Bradley = **__ DAY 1 __**
 * __Learning Targets__**
 * I can say what I have learned from a non-fiction text.
 * I can understand a text even better by wondering about it.
 * __Vocabulary__**
 * **wand** : thin stick or rod (5)
 * **solution** : mixture made up of something dissolved in liquid (5)
 * **shimmers** : shines (6)
 * **corn syrup** : sweetm sticky liquid (10)

Give Sacha and Jessica a piece of paper to keep track of how students do sharing their thinking and listening to one another. Have them take informal notes. Review findings with students. Next week – create a rubric for students and have Jessica/Sacha grade students according to the rubric. · Have students share their partners’ thinking. Word Sort (find)
 * __Plan__**
 * Have students sit next to their partners.
 * Pass out ears and mouths
 * “Today we are going to continue to wonder about non-fiction books. Wondering about books helps you to understand books even better.”
 * Show students the book. Introduce the cover, title, and author.
 * “Have you ever blow bubbles? Tell us about it.” (Have a few students share their experiences).
 * “The first part of the book tells what bubbles are and how you can make them.”
 * Read pages 5-15 of __Pop!__
 * __STOP:__“All bubbles are round.” (9)
 * __ASK__: “Based on what you have heard, what are you still wondering about bubbles?”
 * __STOP:__After you read page 10
 * __ASK:__ “What did you learn about how bubbles are made?”
 * __STOP__: After you read page 15
 * __TURN & TALK__: “We talked at the beginning of the lesson about blowing bubbles. Does anything in the book remind you of experiences you have had or things you have notices while blowing bubbles?”
 * __Reading Centers__**
 * Fluency Practice: __Ode to a Bubble__ poem : [|Ode to a Bubble.doc]
 * Independent Reading

= **__ DAY 2 __** =
 * __Learning Targets__**
 * I can say what I have learned from a non-fiction text.
 * I can understand a text even better by wondering about it.


 * __Plan__**
 * “Yesterday you used wondering and making connections to learn about bubbles in the book __Pop!__ Today you are going to **visualize** to help remember the first half of the book. I am going to re-read parts of the book that I read to you yesterday. As I read I want you to close your eyes and visualize the scenes from the book in your mind. When you visualize you should basically see a movie playing in your mind”
 * Read pages 6-9
 * __ASK:__ “What did you see in your mind?”
 * “Today I am going to read the second half of the book and you will think about new things that you learn about bubbles.”
 * Read pages 16 – 20. __STOP:__on page 20
 * __ASK:__ “What new things did you learn about bubbles from these pages?”
 * __STOP__: page 23. “… higher and higher, then pop!”
 * __ASK:__ “What are you wondering right now about bubbles in soda?”
 * __STOP:__page 24. “Water and juice aren’t sticky like soap solution, so the bubbles pop right away.”
 * __ASK:__ “What are you wondering right now?”
 * __STOP:__page 26. “Wherever they aren’t touching the glass or each other, they will be round.”
 * __ASK:__ “What did you just learn?”
 * __STOP__: page 30.
 * __Discussion:__**
 * “What new things did you learn about bubbles in today’s reading?”
 * “What are you still wondering about bubbles?”
 * __TURN & TALK:__ “What are some things you would like to try with bubbles after hearing this book?”
 * __Reading Centers__**
 * Visualize Sheet about Bubbles: [|VisualizeBubbleSheet.doc]
 * Explore non-fiction books
 * Non-fiction exploration sheet: [|Exploring Non-fiction.doc]

**__ DAY 3 __** **UNIT 8: EXPLORING TEXT FEATURES** //Lesson partially taken from __Making Meaning__// __Snails__ by Monica Hughes **__Learning Targets__**


 * I can identify text features in a non-fiction book.
 * I can explain what I learn about a text.

**__Prep:__**
 * Prep a chart that says “Expository Text Features”

**__Vocabulary__** **__Plan__** **__Discussion:__**
 * indexes
 * headings
 * photos
 * drawings
 * labels
 * text boxes
 * bold type
 * colored type
 * Have partners sit next to each other.
 * Have students bring their __Making Meaning Workbook__ to the rug.
 * “You students have been working and listening to one another, sharing your partners’ ideas, looking at the person who is talking during discussions, and contributing ideas that are different from others’ ideas. All of these things have helped you take responsibility for your learning and behavior. You are going to continue doing this.”
 * “Today we are going to read a special type of non-fiction book called **expository non-fiction** . Expository non-fiction means to give information. For a while we will read more expository non-fiction and will look closely at a few of the special features found in expository texts.”
 * “Expository books sometimes look different from books that tell stories. They include features that help the reader locate information in the text and understand the topic better.”
 * Introduce __Snails__. Read the title and author.
 * __ASK:__ Have you ever seen a snail? Where? Tell us about it.”
 * Start with Page 3: Remind students that this Text Feature is called the **Table of Contents.** Add this to the chart. “The table of contents tells the reader the names of the chapters and the pages where the chapters can be found. The names of chapters are sometimes called **chapter headings.** Add chapter headings to the chart as well.
 * Tell students to turn to page 9 in their workbooks.
 * __ASK__: “After looking at the table of contents, what do you think you’ll learn about snails?”
 * __ASK__: “ON what pages might we find information about [what snails eat]?
 * __Read__ __Snails__ aloud BUT do not read the labels
 * __STOP:__ at page 7: “Other snails live in water.”
 * __ASK__: “Based on what you heard, what did you learn about snails?”
 * “The next part of the book tells about snails’ bodies and how they move.”
 * __STOP:__ at pages 13: “They slide along on trails of slimy mucus.”
 * __TURN & TALK:__ “What did you fins out about snails in the part that I just read?”
 * “The next part of the book tells about where snails might be found and how they survive.”
 * __STOP__: page 22: “They go inside their shells and close them with mucus.”
 * __TURN & TALK__: What did you find out about snails in the part that I just read?”
 * What did you learn about snails?
 * What was the most interesting that you learned about snails?
 * What else would you like to know about snails?

**__Reading Centers__**
 * Decorate a snail and explain what you’ve learned about Snails Sheet: [|Decorate a Snail.doc]
 * Radio program script about Snails: [|SnailRadio.doc]
 * Boom!

**__ DAY 4 __** //Lesson partially taken from __Making Meaning__// __Snails__ by Monica Hughes
 * UNIT 8: EXPLORING TEXT FEATURES**
 * __Learning Targets__**
 * I can identify text features in a non-fiction book.
 * I can explain what I learn about a text.
 * __Plan:__**
 * Have “Expository Text Features” chart open
 * Have partners sit together
 * “Expositor texts often have photographs instead of illustrations. **Add photographs to the chart.** Show students the illustrations on pages 12-13 and ASK: “What do you remember about how snails move?”
 * Show pages 14-15 and ASK: “What do you remember about where you might find snails?”
 * Show pages 16-17. “Some of the photographs in this book have labels.” **Add labels** to the chart. Reread page 16 and read the label last.
 * “A label gives the reader more information about a topic by providing details about the photograph.”
 * Read the labels under the pictures on pages 4, 5, 8, 11, and 21
 * “Noticing photographs and reading labels will help you make more sense of texts.”
 * Show students the **glossary** on page 24. “A glossary is a list of words the author thinks readers might need to know to understand the book. It is organized like a dictionary. It’s an alphabetical order and it tells you the definition of a word.”
 * Model using the glossary by finding “hibernate” in bold on page 22 and then going to the glossary to look it up. **Add glossary and bolded words** to the chart.
 * Introduce the **index.** “Many non-fiction books have an index. Readers can use an index to help them find specific information about topics mentioned in the book. The index is a list of words that is related to the subject of a book. The number after a word in the index is the page number where readers can find information about a topic.” Read the index.
 * __TURN & TALK__: “What do you notice about the index?”
 * __TURN & TALK__: “Out of these topics listed in the index, which topics would you like to learn more about?” Model how you would find more out about the topic
 * **Add index to the chart.**
 * “Readers often use an index if they have a question about a specific topic or want to find out more about it.”
 * __Discussion__**
 * After looking at the text features in “Snails,” what new information did you learn?
 * Which text feature was the most interesting to you, why?
 * __Reading Centers__**
 * 15 minute fluency practice (choice between the radio program and poem)
 * Favorite Animal Sheet: [|favorite animal.doc]
 * Explore articles in __Making Meaning__ book pages 10, 11, 12, 13, 14, 15

**__ DAY 5 __** **UNIT 8: EXPLORING TEXT FEATURES** //Lesson partially taken from __Making Meaning__// __Bend & Stretch__ by Pamela Hill Nettleton **__Learning Targets__**
 * I can identify text features in a non-fiction book.
 * I can explain what I learn about a text.

Look at Making Meaning Math Extension: [|Bend & Stretch Math Extension.doc] = Week 5: = = VISUALIZING NON-FICTION TEXT and EXPERIMENTING WITH NON-FICTION TEXT =

//***Please note that Read Alouds will be shorter than usual because you will be reading short articles. Plan on supplementing Read Aloud time with a chapter book if you have extra minutes.**//

Reading Schedule: [|ReadingSchedule011010.doc]

**__ DAY 1 __** __**TEXT**:__ "Ice Cream Mania" (page 10-11 of __Making Meaning__ workbook)
 * Have partners sit next to each other
 * Pass out ears
 * Have "Expository Text Features" chart visible

__**Introduction:**__ This week we are going to be reading a series of articles during our read aloud time. Articles are short pieces of non-fiction writing. You might find articles in a magazine, online, or in the newspaper. Who can name some specific places that they might find an article... (__The Boston Globe__, __Sports Illustrated__, etc.)
 * Give some examples to students if they have a hard time understanding the question.

__//TURN & TALK//__: "It is often on the menu at birthday celebrations and other special times." (10)
 * ASK: What did you just learn about why ice cream is one of the world's favorite foods?

"On the top of page 11 you see a **heading**. You know that it is a heading because it is in bold letters that are bigger than the rest of the words. Also, the heading title starts with all capital letters."

__//TURN & TALK//__: "7. Finally, the ice cream is packages" (11)
 * ASK: What did you just find out about how ice cream is made?

__//TURN & TALK//__: "This takes a lot of churning. It takes a lot of muscle power."
 * ASK: Remember, one of the things that good readers do is make connections. Does anybody have a connection to the part that I just read about making ice cream? //*Note: Most students have a connection to this from grade 1.//

__//TURN & TALK//__: "But there just as delicious." (11)
 * ASK: What did you just find out about people who can't eat milk?


 * __Discussion:__**
 * What surprised you most about this article, "Ice Cream Mania!"


 * __Reading Centers__**
 * 20 Minutes of Fluency Practice (//Eighteen Flavors// by Shel Silverstein): [|18flavorsFluency.doc>]
 * Fluency Practice Applied Work: [|18flavors.doc] //**(Please note that students will do this activity again during the poetry writing unit)**//
 * Note for the Bears:
 * After fluency practice you can split the room up in two. Jessica work with Rakim, Emoryia, Tyrone, Shirkira, Adamaris, Joshley, and Ymarii. Sacha work with the rest of the class paying particular attention to Taylor & Franklin.
 * Sight Word Practice Sheet for Lower Group: [|IceCreamSightWords.ppt]
 * Please note: Jessica & Sacha: All week - please pull groups of two to practice fluency and keep track of who is being pulled. We can talk more about this during Monday's meeting.

**__ DAY 2 __** __**TEXT**:__ "Giant Panda, Red Panda" (page 12 - 13 of __Making Meaning__ workbook)
 * Have partners sit next to each other
 * Pass out ears
 * Have "Expository Text Features" chart visible

__**Introduction:**__ Today we are going to read a new article about pandas. What do you all think that we might learn in this article?

Read the headings to the students and ask them again: "Now that I have read the headings of the article to you, what do you think we will learn?"

Read the first paragraph two times. Explain that there is a lot of information in this first paragraph so you are going to read it twice so that students can really hear and remember all of the important information.

__//TURN & TALK//__: "They have striped tails and pale faces and look a little like raccoons."
 * ASK: "What did you just learn about red pandas and giant pandas?"
 * Remind students before they begin to contribute to their partners' thinking by sharing something different that they learned.
 * Ask students to share out their partners' thinking.

__//TURN & TALK//__: "People use the tail to make furry hats."
 * ASK: "What did you visualize in your mind when I just read this last part?" "How did what you visualized in your head make you feel?"

__//STOP//__: "Today, pandas are endangered."
 * ASK: "What does endangered mean?"
 * Be sure to emphasize that the word "danger" is in endangered.
 * ASK: "How did pandas become endangered?"
 * ASK: "What do you think about the fact that pandas are endangered because people hunted them for their fur?"

__//TURN & TALK//__: "Animal experts are looking for ways to breed them in zoos and in the wild, too."
 * ASK: "What did you just learn about how pandas can survive?"

__//TURN & TALK//__: "Do not buy products that are made from panda fur."
 * ASK: "What are some of the things that people can do to help prevent pandas from becoming extinct?"


 * __Discussion:__**
 * What new information did you learn about pandas?
 * Take a look at the pictures - how do the pictures in this article help you to understand this article better? (Emphasize the text features)
 * What was the most surprising thing that you learned about Pandas?

__**Reading Centers:**__
 * Unfinished work from Monday
 * Visualizing Panda Sheet: [|VisualizingPandaSheet.doc]
 * Text Talk
 * Explore Non-fiction books

**__ DAY 3 and Day 4 __** Read from the insects book in the Science curriculum called __Insects__. Be sure to pay particular attention to the glossary, table of contents, and index.

I will create applied work for days 3 and 4 but I will not write lessons. The format should be similar to the work that we have been doing. Thing of opportunities to help students visualize, wonder, make connections, and share what they have learned during Turn and Talks.


 * __Day 3__**
 * __Reading Centers:__**
 * Unfinished work from Monday and Tuesday
 * Table of Contents Work: [|Table of Contents.doc]
 * Insect Visualizing: [|Insects Visualizing.doc]

[|The Caterpillar Play.doc] Caterpillar Play (Do not pull reading groups on Thursday. Just split the students into three groups and practice this Reader's Theater. Depending on how it goes on Thursday this activity could or could not be continued on Monday).
 * __Day 4__**
 * __Reading Centers:__**

=More Extensions= Increased Time on Biographies with Wondering


 * "Little Stevie Wonder" by Quincy Troupe
 * Teach students song Uptight
 * Show students Stevie Wonder videohttp://www.youtube.com/watch?v=14hskyBXkPo
 * "Climbing Lincoln's Steps" by Suzanne Slade
 * Show students Marian Anderson video: http://www.youtube.com/watch?v=mAONYTMf2pk