Mother's+Day

Day 1
1. Read title; talk about what they do for Mother's Day in their families. 2. Preview pages 1-6. Read and model thinking about tricky words such as "special," "sneak," "scramble," and "sizzle." (Think about what makes sense, look at the picture, tap out the beginning) 3. Students go read independently. They place post-its on a page where they figured out a tricky word. 4. Share words they figured out and what strategies they used.

Day 2
1. Go over the strategy of making connections because of things you know. "The part when.... makes me think about..." Model how you wondered what kind of juice they were making, and then saw the fruit in the picture. "Since I know people often drink orange juice for breakfast, I guessed they were making orange juice." Also make a connection about a time when you were "sneaking" somewhere, and how it helped you imagine what it was like to sneak down the stairs. 2. Remind them that good readers make a connection between something in the book and something they know about. This helps them understand the book better, figure something out, and enjoy the book better. 3. Give them a sticky note and tell them to mark a page where they made a connection that helped them understand or enjoy the book better. 4. Share connections. If there's time, time the reading of a page or two. Model and let them echo good intonation and expression.

Day 3
1. Today we are going to focus on parts of the story like the characters, the setting, and what happened first, second, third, etc. Tell them to pay close attention to how they think the characters are feeling in each part of the story as they read. 2. After reading, come back together and say, "Sometimes you have to guess things about a book that it doesn't really tell you. Like in this book, it doesn't tell you how the characters are feeling. You have to guess how they are feeling." 3. Write characters and setting on the board, and fill in what they are. 4. Go over what happens (maybe 3 key events) and figure out how each character might have been feeling. Ask for evidence. 5. More reading of the story: Time them, and work on intonation and expression.