Today I decided to finish off the lesson with my student considering we only did get 3 chapters done.

Before I do the lesson, I need to find a frustrational level text for Rylie.
Common Core State Standards:
RI. 3.1 Ask and answer questions to demonstrate an understanding of a text, referring explicitly to the text as a

basis for the answers RI.3.2 Determine the main idea of a text; recount key details and explain how they support the main idea. RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.5 Use text features and search tools to locate information relevant to a given topic efficiently. RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence)

I can learning target (related to your goal for the reader and the Common Core):
I can ask and answer in the book and in my head questions about the text. I can determine the main idea and important details. I can use the text features and talk about the text structure.

Text complexity: Purpose is stated clearly; language is accessible (one term); text structure is more implied than apparent. Lesson Component Warm-up and reading for fluency

Description of Planned Activities

Time

Outcomes and Comments (The reader and you) Reader didn't know what the Fab. 4 was so we spent some time talking about that as I explained it. Reader did know what each of the terms meant and gave some pretty good definitions for the terms.

Today I want to know if you can tell me what the Fab. 4 is? Can you tell me each of the four strategies? Lets go over these strategies.

If student does not know Fab. 4, explain it more in depth to them. (Go over Fab. 4 chart and show/talk about Fab. 4 cards)

We will use this chart and these cards during our time to help us with reading our stories.

Text introduction and reading Preview/text feature walk Record predictions

Text and level: Antarctic Penguins, Level 24 After going over our Fab. 4 strategies, I want us to use these strategies as we read our book today. We are going to read a book titled Antarctic Penguins. This book has many chapters, but today we are only going to read a few of them.

Prior knowledge:

Reader commented "Oh, we are we learning about Antarctica and penguins in school right now! I know what other animals live in Antarctica! Polar bears, penguins, and fish. Penguins sit on their eggs." It was great to see how excited the reader was about the book that I had picked out and that she instantly connected her background knowledge without me even prompting it for her.

Remind to think Do you know anything about penguins? Do you know about questions anything about Antarctica? to ask and to o Location, weather, etc. look for a word(s) to clarify during reading Preview/text feature walk:

Lets flip to the Contents page.

(Go to Contents page.)

Do you know what the Contents page tells us? The chapters we will be reading are titled When asked if she knew what the content page was she replied "It tells us what the chapters are about and what pages they are on." I was surprised that she knew what this was. When I told her that we were only going to read a few chapters, she was a little sad about it so I will keep this lesson for our next session because of her interest.

Penguins Emperor penguins Adelie penguins Emperor penguins and chicks Adelie penguins and chicks Where emperor and Adelie penguins live Point to the titles as saying them. Preview:
Lets look through the book Now, lets flip through these chapters to find out what we

might be learning about as we read the book..

Lets look at the chapter titled Penguins first. Look as

the contents page to see what page number we should go to. Penguins, page 2 What do you see on these pages? What do you think the penguins are doing? Now lets flip through the rest of the book and see what we notice on some of the pages. What do you notice on these pages? Pages (2-5), (10-13), (16) Predict:

Now that weve flipped through the book, lets make a

When we got to page 12, there was a picture of an egg and she made the comment "I think the penguins will sit on their eggs." I asked why she thought that and she said pointed to the egg and said she could see the eye of the baby inside.

prediction about what we think we will learn from reading this book. Put prediction card in front of student.

Do you remember what we do when we make a prediction? o I thinkbecause o Ill betbecause o I supposebecause o I think I will learnbecause... I want you to write your prediction down on the sticky note and put in on our chart so that we can look back at it once we are finished reading.

Predictions: -"I think that there will be allot of penguins" - "I'll bet the penguins will not like the hot weather"

Hand student sticky note and marker. Allow student to put sticky note on chart. Set a purpose for reading:

We are going to read this book to gain more information about penguins that live in the arctic. If you come up with any questions along the way, I want you to write them down. If you come to any word or idea that you would like clarified, I would like you to write that down also. While reading: On page 4 the books was talking about hatching eggs and she comments "Woah! Wait what?!?" because she thought that they sat on their eggs. "I need to write this down as a question!" then wrote on a sticky note "Penguins keep thire eggs worm from on the feet."

Give student sticky notes and markers. Have student read

After reading discussion Strategy use highlighted Verify predictions Reader talks about how he/she clarified a word (or an idea) Write a question Reflect on the helpfulness of the strategies

Great reading! Now lets look at some of the notes you

wrote while you were reading. Clarify: -"ashore"

Clarify: (Lay out clarify card)

What are some of the words and ideas you would like to be clarified? How can you figure out tricky or hard words or ideas? I didnt get theso I: Reread, read on, sound words out, ask if it makes sense, ask the tutor Lets put these words and ideas on our chart! Question: -"Penguins keep thire eggs worm from on the feet."

Question: (Lay out question card)

What are some questions you had while reading? Were you questions answered as you read? I wonder. Who? What? When? Where? Why? How? Why do you think?

Great! Now lets put our question sticky note on our chart too. Retell:

I would like you to re-tell the story for me with as many details as you can think of.

Summarize : (Lay out summarize card)

Summarize: -"First we learned that adelie Penguins have whiht ring around there eyes." -"Emperor penguins have yellow fur Behind there necks."

Now I would like you to summarize what you read in two sentences and write them down for me on this piece of paper.

Give student paper and maker.

Decoding development: Key ideas and

Teaching point(s) Text categories and questions

Vocabulary development:

details:

Craft and

structure:
Fluency development: Integration of

knowledge and ideas:

I thought the lesson went pretty well but not as planned at all. We did the assessment for what I thought would be a frustrational text but she did better on my planned frustrational text than she did on the instructional text. I can tell that her re-telling has gotten a little better but still needs some focus on the inferential questions. I didn't get to finish my lesson because we spent a lot of time looking up the answer to the question that she had wondered. It was a question that we could not learn from the book and she was very interested in finding out the answer. She really enjoyed using the ipad to find the answer. We found the answer, summarized the answer, wrote down the main points, and then she wrote the answer on another sticky note. I think the lesson went well overall but I would've liked to get through the actual lesson. I think that for our next lesson we will start on a new topic.