Teaching Phase: How will the teacher present the concept or skill to students?
First Reading: Instruction at their desk-Whole group, Independent Note taking, and Paired Discussion
1. "We are using a new text today to discuss these two guiding questions. Question 1: How does a story's key details help the reader understand a story's characters, settings, and events? Question 2: Why is it important to the reader to have a story's events written in a sequence? Based on these two questions what kind of text will we be reading and how do you know?" Use the Numbered Heads strategy for discussion: 1s answer; 2s restate your partners answer and add new information or help them correct their thinking. See further recommendations for explanation of Numbered Heads. Listen to their discussion and summarize the information you heard from your students. Answer: It will be a fiction text because, if we are using key details to understand characters and setting, I know only fiction texts have those story elements.
2. Display the text Click, Clack, Moo: Cows That Type by Doreen Cronin and prepare students for the read aloud. "You will be listening and following along. You have a sticky note and pencil at your desk. As I read, jot down characters in the text, settings in the text and any words you don't know the meaning of. Today our purpose of reading is to begin to understand how the characters and setting help support the events in the text." The teacher reads story and students listen and write down these possible characters, settings, and unfamiliar words: Farmer Brown, farm, barn, cows, hens, house, duck, pond, and unfamiliar words. After reading, have students discuss their responses using the Numbered Heads strategy. 2s begin this time, sharing the characters, settings, and unfamiliar words they heard in the text. 1s will summarize their partners' thinking and add new information or help their partner correct their thinking.
3. Have groups share out loud their thinking and unfamiliar words to the whole group. Use chart paper to record the unfamiliar words and what the students think the words mean now (See Further Recommendations section on Preparation). You will read the text again on day 2 to help guide their understanding of these words by utilizing context clues. Include words they identify that they do not know and words you may need to provide: strike, impatient, exchange. Give a student friendly definition for neutral and ultimatum on page 19, since context clues are not evident to support their meaning.
Second Reading: Whole Group Instruction on the carpet with students sitting by Numbered Head Partner, Paired Reading and Discussion (Students will bring a pencil and clipboard with them.)
1. "Today we will reread portions of the text for context clues to help determine the meaning of unknown words from yesterday." Display the chart paper from Day 1 in a place where you can record student responses. On the chart paper, you should already have the words they did not understand, and the 3 additional targeted words. Pass out the flip charts and texts to the Numbered Head pairs. This text has no page numbers, so the pages need to be numbered with small sticky notes.
2. Show students their Click Clack Moo Flip Book. The flip book has a page for unfamiliar words, characters, settings, routine writing and the narrative graphic organizer. Today the students will begin with teacher modeling of the text and use of their flip book for the unfamiliar words and routine writing.
3. Start with the three targeted words. "Class, please read the first word. Numbered Heads: 1s, what do you think the word means?" Call a group to share out loud. Have the students open to their Unfamiliar Words page in their flip book. Write the word and what they think it means on the chart paper and have them copy it in their flip books. Tell them to turn to page 7 and 8 in their text. "Numbered Heads: 2s, read the text to your partner. 1s, what do you think the word strike means and what context clue helped you figure it out?" Share out loud and add meaning to the chart paper and students add it to their flip book. Continue this sequence until word meanings are determined. Based on the words the students listed as unfamiliar on Day 1, choose the two most important to understand the character, setting, and sequence of events. For the others, just provide a student friendly definition.
Word, Page #/Context Clue, Meaning
- strike, 7 and 8/text from note, Not working
- impatient, 13/text from note, Tired or not patient
- exchange, 24/text the next sentence, Switch
4. "Turn to your Routine Writing page in your flip book. Look at question 1, 'Pick a new word we discussed today.' What character does your word connect to based on the illustrations or key details in the text? Use evidence from the text to support your answer." Possible answers:
- Strike connects to the cows. The cows went on strike when they did not get their electric blankets. They would not give the farmer milk.
- Impatient is how the cows felt. The cows got impatient with the farmer. He would not give them the blankets. (I would take the farmer, too, if they could explain the meaning of the word, because I am sure he felt the same way about the cows and their strike.)
- An exchange is what the farmer wanted to happen so that the strike would be over. He wanted the type writer, so the cows and hens could get their electric blankets.
Have students turn in their flip books so you can provide feedback to their routine writing.
Third Reading: Whole Group and then transition to the Guided Practice - Instruction at desks
1. Return flip books and give students a moment to review your feedback on their routine writing questions. "Today we are going to be using the first two pages in our flip book. We will be using the key details and illustrations to determine how our characters look, feel, and act, and also what settings are in our story. Knowing this information will help us to understand how our story elements are important to the sequence of events."
2. The teacher will display the text and read the text, stopping to think aloud on page two of the text. The teacher will pull out flip book and turn to the character page. Thinking aloud: "The text just introduced me to the first two characters, Farmer Brown and the cows. I am going to write down the details in the text about my character in my flip book." The teacher opens flip book to the characters page. The teacher will write down Farmer Brown, using capital letters since that is his name, and names are proper nouns. "I am going to write down 'feels angry' in his box, because the illustration shows him with a frown on his face on page 2. I am going to write down 'cows' in the next box." Think, Pair and Share: Students think on their own, pair with a shoulder partner and share their thinking. "What key detail did we learn about the cows on page 1? Allow students to refer back to the text. (Answer: We learned the cows can type.) Display the flip book and write, They can type. "I also noticed a setting on these pages. Numbered Heads: What is the setting and what helped you know? 1s answer; 2s summarize and add new information or help your partner change their thinking." The teacher listens and summarizes their discussion. (Answer: The farm and the barn is a setting. The illustrations helped me the most, but in the text, the word cows made me think they were on a farm or ranch.) The teacher will turn to the setting page and write down either farm, barn or ranch. Think aloud for the students about describing the settings based on the text and the illustrations. (Answer: Barn - It is large and red. It is away from his house. The farm/ranch has a barn on it, grass, and fence.) When students are ready, move on to the Guided Practice.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Day 3 continued: Paired work with teacher scaffolding at students desks
Students will work in pairs to complete the characters and setting pages of their flip book using the shared text. The teacher will be walking the classroom and facilitating their discussion to assess their thinking and learning. Make sure their talking and work is being shared equally between the partners.
Fourth Reading: Pair Reading and discussion, Whole Group Summary, Independent Writing
1. If you needed more time for the students to complete the character and setting pages, start Day 4 that way. Have your groups share out the different details and illustrations they used to describe their characters and setting. Have them add to their flip books if they need to as the pairs share.
2. Pass out shared text and have students sit with their Numbered Heads partner. 1s will begin reading the text until they reach the first event. Then the 2s will take over and read until the next event. They will continue this sequence until they are finished with the book. Call on a group to show the point in their text that the first event occurred and explain it. Then have the next group come up with their text to show the next event in the story and explain it. Continue until the main events are explained by the groups. Once you know they understood the sequence you can transition into the two routine writing questions.
3. Have students turn their flip book to the routine writing page. They can use the text to answer the text dependent questions:
- How do the settings in the story affect the characters?
Answer: The Farmer lived in the house and the cows and hens lived in the barn. The farm animals were cold since a barn does not have heat. The settings cause the animals to be cold so they asked the farmer through letters for electric blankets. The farmer did not want to give them blankets until the animals went on strike and would not give them milk or eggs.
- What problem occurred during the exchange of the typewriter and blankets? What do you think the farmer should have done to make the trade?
Answer: When the duck delivered the farmer's letter he got the typewriter from the cows. Farmer Brown gave them their electric blankets when he went to the barn and saw they had given up the typewriter. The problem was Farmer Brown should have gotten the type writer himself since the duck took it and wrote a letter about a diving board for the boring pond.
Students turn in their flip book for teacher feedback.