Readinginterventionplan

IDEA Mission
College Prep

Reading
Intervention
Plan

Revised
August 25, 2011

2

Table of Contents

INTRODUCTIONTOLEXILE LEVLES 3
SETTING LEXILE GROWTH GOALS 11
LEXILE GRADE CORRESPONDENCE 11

READING INTERVENTION PLAN OVERVIEW 8

6
TH
GRADE LESSON EXAMPLES
METACOGNITION 14
REACTING TO THE TEXT 22
RECOGNIZING CONFUSION 28
ASKING QUESTIONS 36
QUESTIONS TO UNDERSTAND WHY UNDERSTANDING IS BREAKING DOWN 42
ACTIVATING SCHEMA BEFORE STUDENTS READ 51
TEXT TO- SELF-CONNECTIONS 58
TEXT-TO-TEXT- CONNECTIONS 64
TEXT-TO-WORLD-CONNECTIONS 68
VISUALIZATION 73
SUMMARIZATION 78

SENTENCE STEMS FOR INDEPENDENT READING LOGS 80

3

4

5

Lexile Growth Worksheet for ___________________________________
INSTRUCTIONS: Student name
1) Locate the row that contains your fall Lexile score in the column that says My current Lexile range is between . . .
2) Write your Lexile score in the area next to the box containing your score range.
To compute your growth goals, you will need to work only with the number in the row that contains your Lexile.
3) To compute your 1
st
years growth goal, add the number in the Number of points needed to show 1 years growth box
to your Lexile score and write the sum in the box under the 1 Years Growth column.
4) To compute your 2 years growth goal, add the number contained in the Additional Points Needed to Show 2 Years
Growth box to your 1 Year Growth Goal and write the sum on the line in the last column (2 Years Growth Goal).
5) Plot your first and second years growth on the Reading Performance Graph.
My current Lexile
range is between . . .
My Lexile Score
now is . . .

Number of
points needed to
show 1 years
growth is . . .

My 1-years
growth goal
is . . .

Additional points
needed to show 2
years growth
are . . .

My 2-year
growth goal
is . . .
0-281
+
198
= +
187
=
282-519
+
174
= +
161
=
520-696
+
123
= +
165
=
697-786
+
82
= +
57
=
787-875
+
49
= +
109
=
876-1034
+
36
= +
149
=
1035-1237
+
39
= +
145
=
1238-1255
+
26
= +
43
=
1256 and up
+
46
= +
46
=

SRI/FY2003/Conference Presentation/SRI Lexile Growth and PPP Chart
Revised: Reading Coach Mary Null 30 August 2011
Reading Lexile Performance Graph
1
st
SRI Date:
Score: _________
2
nd
SRI Date:
Score: _________
3
rd
SRI Date:
Score: _________

1300 1300
1250 1250
1200 1200
1150 1150
1100 1100
1050 1050
1000 1000
950 950
900 900
850 850
800 800
750 750
700 700
650 650
600 600
550 550
500 500
450 450
400 400
350 350
300 300
250 250
200 200
150 150
100 100

What do I need to do to maintain my reading
level over the summer is to
________________________________

________________________________

________________________________

6

Introduction to Lexile-to-Grade correspondence

There is no direct correspondence between a specific Lexile measure and a specific
grade level. Within any classroom or grade, there will be a range of readers and a
range of reading materials. For example, in a fifth-grade classroom there will be some
readers who are ahead of the typical reader (about 250L above) and some readers
who are behind the typical reader (about 250L below). To say that some books are
"just right" for fifth graders assumes that all fifth graders are reading at the same
level. The Lexile
Framework for Reading is intended to match readers with texts at

whatever level the reader is reading.
MetaMetrics
has studied the ranges of Lexile reader measures and Lexile text
measures at specific grades in an effort to describe the typical Lexile measures of
texts and the typical Lexile measures of students of a given grade level. This
information is for descriptive purposes only and should not be interpreted as a
prescribed guide about what an appropriate reader measure or text measure
should be for a given grade.
The tables below show the middle 50% of reader measures and text measures for
each grade. The middle 50% is called the interquartile range (IQR). The lower
number in each range marks the 25th percentile of readers or texts and the higher
number in each range marks the 75th percentile of readers or texts. It is important to
note that 25% of students and texts in the studies had measures below the lower
number and 25% had measures above the higher number. Data for the reader
measures came from a national sample of students.
Typical Reader Measures, by Grade
Grade
Reader Measures, Mid-Year
25th percentile to 75th percentile
(IQR)
1 Up to 300L
2 140L to 500L
3 330L to 700L
4 445L to 810L
5 565L to 910L
6 665L to 1000L
7 735L to 1065L
8 805L to 1100L
9 855L to 1165L
10 905L to 1195L
11 and
12
940L to 1210L

Data for the first column of text measures came from a research study designed to

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examine collections of textbooks designated for specific grades (MetaMetrics, 2009).
The "stretch" text measures (defined in 2010 through studies related to the
development of the Common Core State Standards for English Language Arts) in the
second column represent the demand of text that students should be reading to be
college and career ready by the end of Grade 12.
Typical Text Measures, by Grade
Grade
Text Demand Study 2009 25th
percentile to 75th percentile (IQR)
"Stretch" Text Measures 25th
percentile to 75th percentile (IQR)
1 230L to 420L 220L to 500L
2 450L to 570L 450L to 620L
3 600L to 730L 550L to 790L
4 640L to780L 770L to 910L
5 730L to 850L 860L to 980L
6 860L to 920L 950L to 1040L
7 880L to 960L 1000L to 1090L
8 900L to 1010L 1040L to 1160L
9 960L to 1110L 1080L to 1230L
10 920L to 1120L 1110L to 1310L
11 and
12
1070L to 1220L 1210L to 1360L

Notice that there is considerable overlap between the grades. This is typical of
student reading levels and texts published for each grade. In addition, the level of
support provided during reading and reader motivation have an impact on the
reading experience. Students who are interested in reading about a specific topic
(and are therefore motivated) often are able to read text at a higher level than would
be forecasted by the reader's Lexile measure. Although a student may be an
excellent reader, it is incorrect to assume that he or she will comprehend text
typically found at (and intended for) a higher grade level. A high Lexile measure for a
student in one grade indicates that the student can read grade-level-appropriate
materials at a very high comprehension rate. The student may not have the
background knowledge or maturity to understand material written for an older
audience. It is always necessary to preview materials prior to selecting them for a
student. It is important to note that the Lexile measure of a book refers to its text
difficulty only. A Lexile measure does not address the content or quality of the book.
Lexile measures are based on two well-established predictors of how difficult a text
is to comprehend: word frequency and sentence length. Many other factors affect the
relationship between a reader and a book, including its content, the age and interests
of the reader, and the design of the actual book. The Lexile measure is a good starting
point in your book-selection process, but you should always consider these other
factors when making a decision about which book to choose. The real power of
The Lexile Framework is in matching readers to text-no matter where the reader is
in the development of his or her reading skills-and in examining reader growth.
When teachers know Lexile reader measures and Lexile text measures, they can
match their students with the texts that will maximize learning and growth.

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Reading Intervention Plan Overview
Skills to be applied with Reading Level texts (Novels)

Overview

The following document should be used to structure reading intervention by teaching struggling readers
how to think about their thinking while they read. This document includes 11 skills/lessons with a rubric to
assess each skill. Students should be taught how to read the rubric so that they can monitor their own
growth as a reader.

Tracking

Depending on student data (TAKD or NWEA) the teacher will choose a novel that meets the classes Lexile
level. Students will be assessed on lesson objectives using a 4-point rubric. Teacher and students will
monitor student progress for each object with the rubric. At the end of a 3-4 week intervention cycle the
teacher can review the students progress to determine if they are ready to move up a Lexile level.

Skill and Rational Assessments and Lesson Objectives

Metacognition
(Developing the inner
voice while reading).

Lesson 1
SWBAT define metacognition.
SWBAT listen to the voice in their head as they read.
SWBAT code the text using sticky notes to remember their thoughts.

Metacognition= thinking about your thinking while youre reading.
As students read their independent reading book, they will record their thoughts
on sticky notes (dont write in the book!). They should be prepared to share their
brilliant ideas at the end of class.

They should use this rubric to rate themselves and the teacher should also give a
rating for the child.

1
I did not begin
reading right away. I
made noises that
distracted my
classmates. I had
trouble staying
focused and read
less than half the
time.
2
I did not begin
reading right away,
and had some
trouble staying
silent. I was
focused on my
book for about half
the time.
3
I began reading
right away, but had
a little trouble
staying focused. I
read for most of
the time (about
80%).
4
I began reading right
away, and was silent
so that my
classmates and I
could focus. I kept
my eyes on my book
and read for the
entire time.

Reacting to the text
(Students need to
understand that great
readers are constantly
have a conversation in
their head about what
they are reading)
Lesson 2

SWBAT recognize positive and negative reactions to a text as they read.
SWBAT record their thoughts and reactions in reader response journals.

Great readers read ACTIVELY! (They think about their thinking while they
read). This is like having a conversation in your head. This conversation helps us
to get more meaning out of the books we read, and it also shows us that we are
comprehending the text.

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Great readers often REACT to the texts the read. Reactions can be
POSITIVE ( + ) or NEGATIVE ( - ).

Teachers can grade students positive and negative reactions to the text using
the following rubric.
1
Made an attempt
at reacting but it
was not connected
to the text.
2
Made a positive or
negative reaction.
No comment about
the text connecting
it to the reaction.
3
Made a positive or
negative reaction to
the text and
commented on a
general part of the
text without
explaining the
reaction.
4
Made a positive or
negative reaction to
the text by
commenting on a
specific event or
piece of information
in the text. The
reaction was clearly
explained in the
comment.

Recognizing
Confusion
(Students dont
always understand
that comprehension
breaks down for all
readers (even great
readers) we need to
teach them how to
recognize this break
down and how to
address it)

Lesson 3

SWBAT identify cues that signal their understanding is breaking down.
SWBAT describe and employ at least 2 strategies they can use when they get stuck.

Not-so-great readers dont know that they are confused and just keep going.
One strategy we can use is to re-read the text. Another strategy is to slow down
and ask questions!
1
Did not recognize
confusion just
stated a fix-it
strategy I reread
or I read slower.
2
Recognized
confusion and chose
a fix-it strategy.
Made an attempt at
explaining how it
helped them.
3
Recognized
confusion and chose
a fix-it strategy and
explained how it
helped them better
understand the text.
4
Recognized
confusion and chose
a fix-it strategy and
explained how the
strategy helped
them to better
understand the
confusing text.
Explained the
meaning of the
confusing text.

Asking questions
(This is a continuation
to reacting to the text.
Students need to
understand that great
readers are always
asking questions so
that they dont get
confused)
Lesson 4

SWBAT explain why good readers are always asking questions (even when they
arent confused!)

Great readers are constantly asking questions. Seriously- ALL THE TIME.
Questions help us to interact with the text- they do not always mean that we are
confused. Do explain that questions can sometimes indicate that we are confused,
though.

Some common question starters are who, what, where, when, why, and how.

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1
Asked mostly who
is this and what
does this word
mean? did not
make connections
to the answers later
in the text.
2
Asked mostly who
and what questions
and made
connections to the
answers found later
in the text.
3
Asked many
questions beyond
the who and what
and made
connections to the
answers found later
in the text.
4
Asked a variety of
questions and
referenced back to
them once they
found the answer
later in the text.
Even tried to
answer questions
(make predictions
/inferences) about
the answers.

Using questions to
figure out why
understanding is
breaking down.
(Students dont
realize that questions
dont = confusion all
the time. We need to
teach them the
difference between
confusion and digging
deeper for meaning)

Lesson 5

SWBAT differentiate questions that indicate, Im thinking, and questions that
indicate, Im confused.
SWBAT identify why their understanding is breaking down.

Great readers are constantly asking questions. Questions are one way that we
interact with the text. They also help us to deepen our understanding of the text.

But some questions are red flags. Questions about who a character is or where an
event is occurring might be clues that youre getting confused.

1
Asked a general
question. Who is
this? I dont get
this.
2
Asked a question
about a specific
part of the text
beyond who or
what.
3
Asked a question
about a specific part
of the text. Stated
whether the
question showed
confusion or trying
to gain a deeper
understanding of the
text.
4
Asked a question
about a specific part
of the text. Stated
whether the
question showed
confusion or trying
to gain a deeper
text. Explained their
strategy or purpose
for reading after the
question was asked.

Activating schema
(Students often see
reading as a laborious
task (something to
just get done). When
they start a book they
often start reading
without thinking
about the title, the
pictures on the front,
what they already

SWBAT define schema.
SWBAT activate prior knowledge before they read a text.

Good readers activate their schema. Some teachers might call this activating prior
knowledge. It means: you use things you already know to help you understand a
new text.

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know. We need to
teach them how to
activate the
knowledge they
already have so that
they can use this
when them become
confused later in the
text)

Lesson 6

1
Made comments
about the title did
not make
connections to prior
knowledge.
2
Made general
connections from
the title of the text
to their prior
knowledge.
3
Connected ideas in
the texts title to
prior knowledge.
Tried to explain
how their
knowledge would
help them if they
got confused
4
Connected specific
ideas in the texts
title to specific prior
knowledge.
Explained how their
prior knowledge
about these ideas
would help them if
they got confused
while they read.

Text to Self
Connections

Lesson 7

SWBAT describe at least one text-to-self connection they made while reading.
SWBAT explain how their connection increased their understanding of the text.

Text to self connectionsconnecting something that you read to your own life in
a way that helps you better understand the text.

Whenever we share our connections, were going to use the following format:
The text says This reminds me ofThis helps me understand.

1
I do not make a this
kind of connection
to the text
2
I explain something
that happens in the
text. I connect that
text to my own life. I
do not adequately
explain how the
connection affected my
text.
3
I explain something
that happens in the
explain what that
connection helped me
understand.
4
I explain something
that happens in the
clearly and concisely
explain how this
connection affected
my perspective on the
text.

Text to Text
Connections

Lesson 8

SWBAT make at least one text-to-text connection and explain how it deepens their
understanding of the text.

Text to Text connections: When we connect what were reading now to
something weve read or watched before.

Someone writes the words in movies, plays, and songsthese are all texts.
1
kind of connection
to the text
2
I explain something
that happens in the
text to another text. I
do not adequately
explain how the
connection affected my
text.
3
I explain something
that happens in the
text to another text.
I explain what that
connection helped me
understand.
4
I explain something
that happens in the
text to another text.
I clearly and
concisely explain how
this connection
affected my
perspective on the
text.

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Text to World
Connections

Lesson 9

SWBAT demonstrate their ability to make meaningful connections and activate
schema on an assessment.

Text-to-world connections are: when we use specific knowledge about the topic or
general world knowledge.

As with the other types of schema weve been talking about, text-to-world
connections always deepen our understanding of the text.

1
kind of connection
to the text
2
I explain something
that happens in the
text to the world. I
do not adequately
explain how the
connection affected
my understanding of
the text.
3
I explain something
that happens in the
explain what that
connection helped
me understand.
4
I explain something
that happens in the
clearly and
concisely explain
how this connection
affected my
perspective on the
text.

Visualize

Lesson 10

SWBAT define visualization.
SWBAT explain that movies are someone elses visualization of a novel.
SWBAT create a sketch that shows they are able to visualize a scene from their lit
circles.

All good readers make movies in their minds as they read. The official term for
making a movie in your mind is visualization.

This just means creating a vivid mental picture of what youre readingusing both
the actual text and your schema. (take this as an opportunity to review/reinforce
activating schema!)

Creating these mental movies helps us to better understand what were reading
(like activating our schema and making connections).

1
Creates a sketch.
Maybe copies a
picture of the title
or of the chapter
title.
2
Creates a sketch
that shows some
details from the
text but also
includes details
that are illogical.
3
Creates a sketch
that shows some
details from a text.
4
Creates a sketch that
shows specific details
from the text. The
sketch is a vivid
representation of the
text.
Summarize

Lesson 11
SWBAT summarize a text fiction text using the somebody wanted but so then
strategy.

Summaries include only the most important details from the story. You

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concentrate on what is important and you leave out the minor details.

When we write summaries it is best to frame our sentences with the following
structure:
Somebody wanted _______________________ but __________________so _________________
then_______________________
1
Tried so summarize
the text but
included either too
many details or
missing important
information. Did not
follow somebody
wanted but so
then.
2
Summarized the
text trying to use
the somebody
wanted but so
then strategy.
Incomplete parts or
incorrect
information.
3
Summarized the
text using the
somebody wanted
but so then
strategy. May have
forgotten one part.
4
Summarized the
text using the
somebody wanted
but so then
strategy. Included
all parts of the
strategy.

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TEACHER VERSION
Lesson 1
Great readers think about their thinking as they read.
Great readers write their thoughts down to remember and share with others.

OBJECTIVES: By the end of today, heres what students will be able to do.

SWBAT define metacognition.
SWBAT listen to the voice in their head as they read.
SWBAT code the text using sticky notes to remember their thoughts.
CFU: At the end of today, heres how students will show mastery.

Exit ticket (stickies!)

MATERIALS/LOOSE ENDS: What will I need?

Mini-Lesson
Powerpoint
BFF props
Notes
3 word journal pages per student

FIRST FIVE
Do Now:

1. What are our big goals as a class of readers for the year?
2. What is one way we are working toward those goals?
3. Pretend that Im 5. Explain to me how I should treat a book Ive borrowed from someone else.

CONNECTION: Todays skill is connected to what weve been learning and is important to know.
Today were going to learn something else that great readers do.

DIRECT INSTRUCTION: Heres how to do it
Readers, I have someone VERY important I want you to meet today. Hes a REALLY close friend of mine.
Weve been friends since I was about 5, and well probably be friends for the rest of my life. His name is
Tucker. He lives inside my brain. *put funny hat on+ Let Tucker introduce himself.

Explain that Tucker is the voice inside my head that helps me to read. Tell them theyre going to get a very
rare (ok, not-so-rare in my class) look at what Tucker tells me as Im reading a book.

MODEL with Bud, Not Buddy.

From Chapter 1 (original text is plain, think-aloud is bold)

We were all standing in line waiting for breakfast when one of the caseworkers came in and tap-tap-taped

15
down the line. Ive heard that before! Moms and teachers tapping their feet to let you know theyre
WAITING. Uh-oh, this meant bad news, either they'd found a foster home for somebody or somebody was
about to be paddled. Foster homes? I wonder where they aremaybe an orphanage; definitely not living
with their parents. All the kids watched the woman as she moved along the line, her high-heeled shoes
sounding like little firecrackers going off on the wooden floor.

Shoot! She stopped at me and said, "Are you Buddy Caldwell?"

I said, "It's Bud, not Buddy, ma'am." Ugh- I hate it when people mess my name up! I bet Bud hates it, too.

She put her hand on my shoulder and took me out of line. Then she pulled Jerry, one of the littler boys, over.
"Aren't you Jerry Clark?" He nodded.

"Boys, good news! Now that the school year has ended, you both have been accepted in new temporary-care
homes starting this afternoon!" Temporary care homes? I dont know what that means. Ill keep reading
and see if I can figure it out.

Jerry asked me the same thing I was thinking. "Together?"

She said, "why, no. Jerry, you'll be in a family with three little girls--" hes going to live with a family? Maybe
temporary care homes are like foster homes.

Jerry looked like he'd just found out that they were going to dip him in a pot of boiling milk. Dip him in a pot
of boiling milk? Ive never heard that expression before, but it doesnt sound fun! I guess he doesnt want
to go live with a bunch of girls.

"-- and Bud--" She looked at some papers she was holding. "Oh, yes, the Amos's, you'll be with Mr. and Mrs.
Amos and their son, who's twelve years old, that makes him just two years older than you, doesn't it, Bud?"

"Yes, ma'am."

She said, "I'm sure you'll both be very happy." This woman doesnt seem to have a clue what the kids are
really thinking! Adults are like that sometimes.

Me and Jerry looked at each other. But Bud and Jerry seem to be on the same page. I bet they end of being
really close friends.

Word study: metacognition. Description: Being aware of and thinking about what and how youre thinking.
Discuss the importance of metacognition with studentsbeing aware of our thinking helps us to become
stronger readers.

(7)

GUIDED INSTRUCTION: Now lets try an example together
Tell students they ALSO have a voice in their heads and they can name him/her if they would like.

16
Continue reading from Bud, Not Buddy, and have students use the comment signal to share their own
thoughts about the text. Accept all reasonable, related responses.

From Bud, Not Buddy
The woman said "Now, now, boys, no need to look so glum. I know you don't know what it means,
but there is a depression going on all over this country. People can't find jobs and these are very, very
difficult times for everybody. We've been lucky enough to find two wonderful families to open their
doors for you. I think it's best that we show our new foster families that we're very--"

She dragged out the word very, waiting for us to finish the sentence.

Jerry said, "Cheerful, helpful and grateful." I moved my lips and mumbled.

She smiled and said, "Unfortunately you won't have time for breakfast. I'll have a couple of pieces of
fruit put in a bag. In the meantime got to the sleep room and strip your beds and gather all of your
things."

Here we go again. I felt that I as walking in my sleep as I followed Jerry back to the room where all of
the boys' beds were jim-jammed together. This was the third foster home I was going to and I'm used
to packing up and leaving, but it still surprises me that there are always a few seconds, right after they
tell you you've got to go, when my nose gets all runny and my throat all choky and eyes get all stingy.
But the tears coming out doesn't happen to me anymore. I don't know when it first happened, but it
seems like my eyes don't cry no more.

(8)

LINK: Heres how you will apply the strategy independently.

As they read today, I want them to carefully listen to their NEW best friend and write down what s/he says,
like I did with Tucker.
Distribute post-it notes, explain that students can write down their thoughts about their own thinking (their
metacognition!) on them. Remind students that we dont write in our books
*Review Reading Etiquette.
INDEPENDENT PRACTICE: Now you will apply this strategy independently.
Students will red independently for 15 minutes. As they read, they should use post-it notes to write down
their thoughts.

Teacher will circulate, noting 1) what students are reading, 2) what page they are on, and 3) whether or not
they are using their stickies. If necessary, teacher will confer with students to ensure they are reading just
right books (students missed the day before)
(15)

SHARE: Discuss what you learned.

Share 2 thoughts you had while reading with a partner. Be prepared to share something interesting that you
heard with the whole class.
(3)

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WORD STUDY: Building our vocabulary.
New terms:
Margins- the edge of the paper, the part not usually written or printed on
Clarify- to get rid of confusion, to make it so someone can understand
(5)
CLOSING: Review the key ideas from todays lesson.
Million $ Question!
1. Share one brilliant insight you received from your BFF today.
2. In your own words, describe the meaning of the word essential.
3. What can great readers learn from Goldilocks?

As an exit ticket, students should turn in the most brilliant thought they had while reading and a brief
explanation of what was happening in the text (so it will make sense to me!).
(5)

LIFEWORK: What will we do tonight?
Read independently for 30 mins & get log signed.
Complete the gossip homework assignment.

DIFFERENTIATION: How will you meet the learning profiles and interests of all learners?
*Think-aloud offers insight for struggling readers.
*Transparency helps visual learners (since everything else is oral).
*Independent reading books are at students independent level.
*Theatrical element of becoming Tucker may engage reluctant learners.
*Active reading strategy (coding).

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STUDENT VERSION
Lesson 1
Great readers think about their thinking as they read.
Great readers write their thoughts down to remember and share with others.

Do Now: What should I do as soon as I walk in the room?
1. What are our big goals as a class of readers for the year?

2. What is one way we are working toward those goals?

3. Pretend that Im 5. Explain to me how I should treat a book Ive borrowed from someone else.

Weve set goals for ourselves and chosen challenging books; so what else do all great readers do?
DIRECT INSTRUCTION: Ill show you how to do it

All great readers ___________________ about their _________________ while they read.

Ill show you. Follow along as I read the following excerpt from Bud, Not Buddy by Christopher Paul
Curtis.

We were all standing in line waiting for breakfast when one of the caseworkers came in and tap-
tap-taped down the line. Uh-oh, this meant bad news, either they'd found a foster home for
somebody or somebody was about to be paddled.

All the kids watched the woman as she moved along the line, her high-heeled shoes sounding
like little firecrackers going off on the wooden floor.

Shoot! She stopped at me and said, "Are you Buddy Caldwell?"

I said, "It's Bud, not Buddy, ma'am."

She put her hand on my shoulder and took me out of line. Then she pulled Jerry, one of the
littler boys, over. "Aren't you Jerry Clark?" He nodded.

"Boys, good news! Now that the school year has ended, you both have been accepted in new
temporary-care homes starting this afternoon!"

Jerry asked me the same thing I was thinking. "Together?"

She said, "why, no. Jerry, you'll be in a family with three little girls--"

19
Jerry looked like he'd just found out that they were going to dip him in a pot of boiling milk.

"-- and Bud--" She looked at some papers she was holding. "Oh, yes, the Amos's, you'll be with
Mr. and Mrs. Amos and their son, who's twelve years old, that makes him just two years older
than you, doesn't it, Bud?"

"Yes, ma'am."

She said, "I'm sure you'll both be very happy."

Me and Jerry looked at each other.

GUIDED PRACTICE: Lets try one together:
The woman said "Now, now, boys, no need to look so glum. I know you don't know what it
means, but there is a depression going on all over this country. People can't find jobs and these
are very, very difficult times for everybody. We've been lucky enough to find two wonderful
families to open their doors for you. I think it's best that we show our new foster families that
we're very--"

She dragged out the word very, waiting for us to finish the sentence.

Jerry said, "Cheerful, helpful and grateful." I moved my lips and mumbled.

She smiled and said, "Unfortunately you won't have time for breakfast. I'll have a couple of
pieces of fruit put in a bag. In the meantime got to the sleep room and strip your beds and
gather all of your things."

Here we go again. I felt that I as walking in my sleep as I followed Jerry back to the room where
all of the boys' beds were jim-jammed together. This was the third foster home I was going to
and I'm used to packing up and leaving, but it still surprises me that there are always a few
seconds, right after they tell you you've got to go, when my nose gets all runny and my throat all
choky and eyes get all stingy. But the tears coming out doesn't happen to me anymore. I don't
know when it first happened, but it seems like my eyes don't cry no more.

INDEPENDENT PRACTICE: Heres how you will apply this independently.

As you read your independent reading book, record your thoughts on sticky notes (dont write in
the book!). Be prepared to share your brilliant ideas at the end of class.
1
I did not begin reading
right away. I made noises
that distracted my
classmates. I had trouble
staying focused and read
less than half the time.
2
right away, and had some
trouble staying silent. I
was focused on my book
for about half the time.
3
away, but had a little
trouble staying focused. I
read for most of the time
(about 80%).
4
away, and was silent so
that my classmates and I
could focus. I kept my
eyes on my book and
read for the entire time.

20

Exit Ticket: Metacognition

1. In your own words, what is metacognition?

2. Write down the most brilliant thought you had during independent reading today.

21

My BFF- The Voice in my Head

First things firstWhat are you reading?
Title: __________________________________ Author: _________________

Now for the gossip . . .
Sentence I read:

What I heard from my BFF:

Sentence I read:


Sentence I read:


Has your BFF improved your understanding? If so, how? If not, whats giving you a hard
time?

***Bonus: How can metacognition help you to clarify your reading?

22
TEACHER VERSION
Lesson 2
Great readers react to the text.
Great readers share their brilliant ideas with other readers.

SWBAT recognize positive and negative reactions to a text as they read.
SWBAT record their thoughts and reactions in reader response journals.


Exit ticket


Mini-Lesson
Text
Notebook section for reader responses

FIRST FIVE

[Guide students through warm-up steps 1 5.]

Do Now:
1. Name one thing that all great readers do.
2. Use the word clarify in a sentence.
*Remind students that their descriptions of these vocabulary words should be in the word journal section of
their binder.

Yesterday, you met my BFF and we began talking about metacognition. Were going to continue discussing
active reading strategies today.

Great readers are always reading actively. That means we are constantly having a conversation (in our heads,
not out loud!) with our BFF and the book. This conversation helps us to get more meaning out of the books
we read, and it also shows us that we are comprehending the text.

Because were so involved, were going to react to what were reading. When you laugh at something funny
or cry because something is sad, you are reacting to a text (even if that text is a movie!). Weve all done this-
its something that people do naturally!

Lets look back together at a passage from Esperanza Rising.

23

Wheres Papa? she cried.
Miguel hung his head. Alfonso didnt say a word but the tears running down his round cheeks
confirmed the worst.
Mama fainted.
Abuelita and Hortensia ran to her side.
Esperanza felt her heart drop. A noise came from her mouth and slowly, her first breath of
grief grew into a tormented cry. She fell to her knees and sank into a dark hole of despair and
disbelief.

Model my reaction to this brief passage. I cant imagine what it must feel like to realize that your father is
dead, gone. Her whole life and world will change. That seems so unfair. Model coding the text with a - to
indicate a negative reaction. Ask students if they reacted to this part of the text when they read it the first
time?


Now lets try one together. Were going to look at another passage from Esperanza Rising together. Use the
comment signal when you have a reaction that you would like to share.

Ramona, said the lawyer. Your husband, Sixto Ortega, left this house and all of its contents to you
and your daughter. You will also receive the yearly income from the grapes. As you know, it is not
customary to leave land to women and since Luis was the banker on the loan, Sixto left the land to
him.

Which makes things rather awkward, said Tio Luis. I am the bank president and would like to live
accordingly. Now that I own this beautiful land, I would like to purchase the house from you for this
amount. He handed Mama a piece of paper.

Mama looked at it and said, This is hour home. My husband meant for us to live here. And the house .
. . it is worth twenty times this much! So no, I will not sell. Besides, where would we live?

I predicted that you would say no, Ramona, said Tio Luis. And I Have a solution to your living
arrangements. A proposal actually. One of marriage.

Who is he talking about? Thought Esperanza. Who would marry him?

Have students share reactions.
(7)

You dont need me to tell you what youre thinking and feeling about a text! As you read the following
passage, feel free to code the text on the page. With your independent reading book, you should use sticky
notes.
Now, Im going to give you another excerpt from Esperanza Rising to read independently. As you read,
please code your positive and negative reactions. When you are done, you should take out your
independent reading books.

24

Luis, I have considered your proposal and in the interest of the servants and Esperanza, I will marry you in
due time. But you must begin replanting and rebuilding everything immediately, as the servants need their
jobs.

Esperanza was quiet and stared at the dirt, hiding the smirk on her face.

Tio Luis could not contain his grin. He sat up straighter. I knew you would come to your senses, Ramona.
I will announce the engagement at once.

Mama nodded, almost bowing. One more thing, she said. We will need a wagon to visit Abuelita. She is
at the convent in La Purisima. I must see to her every few weeks.

I will send one over this afternoon, said Tio Luis, smiling. A new one. And those clothes, Ramona! They
are not fitting for a woman of yoru stature, and Esperanza looks like a waif. I will send a dressmaker next
week with new fabrics.

In the nicest way possible, Esperanza looked up and said, Thank you, Tio Luis. I am happy that you will be
taking care of us.

Yes, of course, he said, not even glancing at her.

Esperanza smiled at him, anyway, because she knew she would never spend a night in the same house with
him and he would never be her stepfather. She almost wished she would be able to see his face when he
realized that they had escaped. He wouldnt be grinning like a proud rooster then.

(15)
Million dollar question!

1. Share a reaction that you had while reading your independent reading book.
2. In your own words, define the word clarify.
3. Complete the following analogy (what is the relationship?) triangle: 3 :: square: four
(5)
HOMEWORK: What will we do tonight?

Analogies practice + vocabulary review


25
STUDENT VERSION
Lesson 2
Great readers react to the text.
Great readers share their brilliant ideas with other readers.

1. Name one thing that all great readers do.

2. Use the word clarify in a sentence.


Yesterday, we learned about our BFF- the voice in our head that helps us read. Today, well be
learning about a specific conversation we might have with that BFF.

Great readers read ________________________ (they ____________ about their _____________ !)

This helps us to create ___________________ while we read.

It also signals that we are _____________________ the _________________.

Great readers often __________________ to the texts the read.

Reactions can be ___________________ ( _____ ) or ___________________ ( _____ ).

Lets look back together at a passage from Esperanza Rising

Wheres Papa? she cried.
Miguel hung his head. Alfonso didnt say a word but the tears running down his
round cheeks confirmed the worst.
Mama fainted.
Abuelita and Hortensia ran to her side.
Esperanza felt her heart drop. A noise came from her mouth and slowly, her first
breath of grief grew into a tormented cry. She fell to her knees and sank into a dark
hole of despair and disbelief.


Ramona, said the lawyer. Your husband, Sixto Ortega, left this house and all

26
of its contents to you and your daughter. You will also receive the yearly income
from the grapes. As you know, it is not customary to leave land to women and since
Luis was the banker on the loan, Sixto left the land to him.
Which makes things rather awkward, said Tio Luis. I am the bank president
and would like to live accordingly. Now that I own this beautiful land, I would like to
purchase the house from you for this amount. He handed Mama a piece of paper.
Mama looked at it and said, This is hour home. My husband meant for us to
live here. And the house . . . it is worth twenty times this much! So no, I will not sell.
Besides, where would we live?
I predicted that you would say no, Ramona, said Tio Luis. And I Have a
solution to your living arrangements. A proposal actually. One of marriage.pp.
30-31


Luis, I have considered your proposal and in the interest of the servants and
Esperanza, I will marry you in due time. But you must begin replanting and
rebuilding everything immediately, as the servants need their jobs.
Esperanza was quiet and stared at the dirt, hiding the smirk on her face.
Tio Luis could not contain his grin. He sat up straighter. I knew you would
come to your senses, Ramona. I will announce the engagement at once.
Mama nodded, almost bowing. One more thing, she said. We will need a
wagon to visit Abuelita. She is at the convent in La Purisima. I must see to her every
few weeks.
I will send one over this afternoon, said Tio Luis, smiling. A new one. And
those clothes, Ramona! They are not fitting for a woman of yoru stature, and
Esperanza looks like a waif. I will send a dressmaker next week with new fabrics.
In the nicest way possible, Esperanza looked up and said, Thank you, Tio Luis. I
am happy that you will be taking care of us.
Yes, of course, he said, not even glancing at her.
Esperanza smiled at him, anyway, because she knew she would never spend a
night in the same house with him and he would never be her stepfather. She almost
wished she would be able to see his face when he realized that they had escaped.
He wouldnt be grinning like a proud rooster then.

27

Exit Ticket: Positive and Negative Reactions

1. Write down your best reaction from todays classwork.

Rate yourself! How did you do with your independent reading today?
1
right away. I made
noises that distracted
my classmates. I had
trouble staying
focused and read less
than half the time.
2
I did not begin
reading right away,
and had some trouble
staying silent. I was
focused on my book
for about half the
time.
3
trouble staying
focused. I read for
most of the time
(about 80%).
4
so that my classmates
and I could focus. I
kept my eyes on my
book and read for the
entire time.

Exit Ticket: Positive and Negative Reactions

1. Write down your best reaction from todays classwork.

Rate yourself! How did you do with your independent reading today?
1
right away. I made
noises that distracted
my classmates. I had
trouble staying
focused and read less
than half the time.
2
I did not begin
reading right away,
and had some trouble
staying silent. I was
focused on my book
for about half the
time.
3
trouble staying
focused. I read for
most of the time
(about 80%).
4
so that my classmates
and I could focus. I
kept my eyes on my
book and read for the
entire time.

28
TEACHER VERSION
Lesson 3
Good readers slow down and re-read when they hear their inner voice say, HUH?

SWBAT identify cues that signal their understanding is breaking down.
SWBAT describe and employ at least 2 strategies they can use when they get stuck.


Exit ticket


Mini-Lesson
Text
Power point
Reading Alarms & Fix-it strategies poster (incomplete & covered)

FIRST FIVE

Weve spent the last 2 days of class talking about our BFF and how s/he can help us better understand
the books were reading. Today, well talk about another important conversations that all great readers
have with their inner voice.

True or False? Great readers never get confused while theyre reading. Answer: FALSE

Lots of people think that being a great reader means you always understand everything that you read the first
time, and never feel confused when they read. Thats not true! Great readers push themselves to read
challenging texts, and that means that we sometimes get confused!

Whats the difference between a great reader and a not-so-great reader? Great readers recognize when they
are confused and use strategies to fix it!

Not-so-great readers dont know that they are confused and just keep going.

One strategy we can use is to re-read the text.
Another strategy is to slow down!

Model this process for students using the following passage. Model connections, reactions, etc., before going
into flat affect. Point out to kids that I am no longer actively readingIm just reciting words on the page.

29

From The Mixed-Up Files of Mrs. Basil E. Frankwiler

"I've decided to run away from home, and I've chosen you to accompany me."
"Why pick on me? Why not pick on Steve?" he asked. + reaction haha- shes acting like
its an honor, and hes so annoyed!
Claudia sighed, "I don't want Steve. Steve is one of the things in my life that I'm running
away from. I want you." Why is she running away from Steve?
Begin flat affect here- this paragraph is kind of weird. Despite himself, Jamie felt
flattered. (Flattery is as important a machine as the lever, isn't it, Saxonberg? Give it a proper
place to rest, and it can move the world.) It moved Jamie. He stopped thinking, "Why pick on
me?" and started thinking, "I am chosen." He sat up in his seat, unzipped his jacket, put one
foot up on the seat, placed his hands over his bent knee and said out of the corner of his
mouth, "O.K., Claude, when do we bust out of here? And how?" Point out the flat affect to
studentsshow them that I stopped having a conversation with my BFF & the text. Thats
how I know Im confused. Re-read it, slowly, asking deliberate questions like Who is
Saxonberg? Notice that Jamie is changing his mind. Act out his actions to visually
demonstrate that I am beginning to understand what I am reading.
Claudia stifled the urge to correct his grammar again. "On Wednesday. Here's the plan.
Listen carefully."
Jamie squinted his eyes and said, "Make it complicated, Claude. I like complications."

(7)

Lets continue reading togetheras we read, were going to stop frequently to make sure that were
still having a conversation with our inner voice. When you have thoughts or reactions, use a
comment signal so that you can share with the class. Read slowly, allowing students time to share
thoughts.

Claudia laughed. "It's got to be simple to work. We'll go on Wednesday because
Wednesday is music lesson day. I'm taking my violin out of its case and am packing it full of
clothes. You do the same with your trumpet case. Take as much clean underwear as possible
and socks and at least one other shirt with you."
"All in a trumpet case? I should have taken up the bass fiddle."
"You can use some of the room in my case. Also use your book bag. Take your transistor
radio."
"Can I wear sneakers?" Jamie asked.
Claudia answered, "Of course. Wearing shoes all the time is one of the tyrannies you'll
escape by coming with me."
Jamie smiled, and Claudia knew that now was the correct time to ask. She almost
managed to sound casual. "And bring all your money." She cleared her throat. "By the way,
how much money do you have?"

(8)

As youre reading, you should be thinking about what youre reading and what thoughts youre having. Its

30
not enough to just read words on the page- you should interact with them! And if youre never getting
confused, we might need to find a more challenging book for you!

Students will read their independent reading books. As they read, they will be using stickies to
write down thoughts about their reading. They will also be recording specific places where they
are getting confused, and how they are fixing it.

Teacher will circulate, making sure that all students are reading actively and conferring with
students as necessary.

(20)

Whole class: Who recognized that they were confused during independent reading today? How did you fix it?
(5)

POP QUIZ! (with built-in exit ticket)
M$Q:

1. True or false: great readers never get confused while reading.
2. What is one strategy that great readers can use when they get confused?
3. Tell me about a positive reaction you had during independent reading today.
(5)
30 mins of independent reading + HUH? homework assignment.

Independent reading books are differentiated by interest and reading level.
Active reading strategies.

31
STUDENT VERSION
Lesson 3
Good readers slow down and re-read when they hear their inner voice say, HUH?


Today, well talk about another important conversation that all great readers have with their inner
voice.

Whats the difference between a great reader and a not-so-great reader? Great readers
___________________ when they are ___________________ and use strategies to ________ ______!

Not-so-great readers _____________ ___________ that they are _________________ and just
___________ ________________.

One strategy we can use is to ______________________ the ____________________.
Another strategy is to _________________ __________________!

From The Mixed-Up Files of Mrs. Basil E. Frankwiler

"I've decided to run away from home, and I've chosen you to accompany me."
"Why pick on me? Why not pick on Steve?" he asked.
Claudia sighed, "I don't want Steve. Steve is one of the things in my life that I'm
running away from. I want you."
Despite himself, Jamie felt flattered. (Flattery is as important a machine as the lever,
isn't it, Saxonberg? Give it a proper place to rest, and it can move the world.) It moved
Jamie. He stopped thinking, "Why pick on me?" and started thinking, "I am chosen." He
sat up in his seat, unzipped his jacket, put one foot up on the seat, placed his hands over
his bent knee and said out of the corner of his mouth, "O.K., Claude, when do we bust
out of here? And how?"
Claudia stifled the urge to correct his grammar again. "On Wednesday. Here's the
plan. Listen carefully."
Jamie squinted his eyes and said, "Make it complicated, Claude. I like complications."

32

Claudia laughed. "It's got to be simple to work. We'll go on Wednesday because
Wednesday is music lesson day. I'm taking my violin out of its case and am packing it full
of clothes. You do the same with your trumpet case. Take as much clean underwear as
possible and socks and at least one other shirt with you."
"All in a trumpet case? I should have taken up the bass fiddle."
"You can use some of the room in my case. Also use your book bag. Take your
transistor radio."
"Can I wear sneakers?" Jamie asked.
Claudia answered, "Of course. Wearing shoes all the time is one of the tyrannies
you'll escape by coming with me."
Jamie smiled, and Claudia knew that now was the correct time to ask. She almost
managed to sound casual. "And bring all your money." She cleared her throat. "By the
way, how much money do you have?"


Read your independent reading book (if its really at your just-right level, and youre paying close
attention, you should hear your inner voice say, HUH? at least once today!

Write down the sentence (or sentences) that confused you, and what you did to fix it!

Confusing sentence: ______________________________________________________________
______________________________________________________________________________
How I fixed it: ___________________________________________________________________
_______________________________________________________________________________

______________________________________________________________________________
How I fixed it: ___________________________________________________________________
_______________________________________________________________________________

______________________________________________________________________________
How I fixed it: ___________________________________________________________________
_______________________________________________________________________________

33

Pop Quiz! Vocabulary Challenge #1

1. In your own words, what does metacognition mean?

2. Use the word clarify in a sentences that shows your understanding of the word.

3. Use the word margins in a sentence that shows your understanding of the word.

4. In your own words, what does essential mean?

**Extra Credit** How do you think you did? If each question is worth 20 points, predict your score.
+2 points (extra credit) if youre within 5 points of your actual score!

20
Uh-oh . . .
40
Still not good
60
Not there yet
80
You hit our goal!
100
Reading Rockstar

**Extra Credit** Finish the following sentence:

The first extra credit was an exercise in _____________________. (+3 points)

34

Homework: HUH?

Today we learned that the great readers recognize when their understanding starts to
break down. They stop and use strategies (like slowing down and re-reading) to fix the
problem.

As you read tonight, pay close attention to your inner voice. Write down places where
you found yourself getting confused, and what you did to fix it.

1. Confusing sentence:

How I fixed it:

What it means:


How I fixed it:

What it means:


How I fixed it:

What it means:

35
TEACHER VERSION
Lesson 4
Great readers are always asking questions.

SWBAT explain why good readers are always asking questions (even when they arent confused!)
SWBAT code for positive and negative reactions to a text.


Exit ticket


Mini-Lesson
Text
Who/what/where/when/why/how poster
Dice
Students names on popsicle sticks
4 word journal pages per student

FIRST FIVE


Do Now:

1. True or false: Great readers never get confused.
2. What is one strategy that you can use when you get confused?
3. What is a positive reaction?

Were learning something else that all great readers do!

Opener: True or false. We only ask questions when we dont understand something. Answer: FALSE.

Great readers are constantly asking questions. Seriously- ALL THE TIME.
Questions help us to interact with the text- they do not always mean that we are confused. Do explain that
questions can sometimes indicate that we are confused, though.

Some common question starters are who, what, where, when, why, and how.

Model this with another passage from Esperanza Rising.

36
When I get to California, Im going to work for the railroad, said Miguel, looking anxiously
toward the horizon. Why would Miguel want to work for the railroad? That seems like hard
work to me. They had spread pieces of brown paper in their laps and were eating pepinos,
cucumbers sprinkled with salt and ground chiles. Is that good? Is it common in Mexico?
Im thirsty. Are they selling juice in the other car? asked Experanza. Why is Esperanza
asking about juice when Miguel is talking about working for the railroad?
I would have worked at the railroad in Mexico, continued Miguel, as if Esperanza had not
tried to change the subject. Oh- Esperanza was trying to change the subject on purpose. I
wonder why? But it is not easy to get a job in Mexico. You need una palanca, a lever, to get a
job at the railroads. I had no connections but your father did. Since I was a small boy, he gave
me his word that he would help me. And he would have kept his promise. He . . . he always
kept his promises to me. Maybe Esperanza knew this conversation would lead to her father,
and thats why she was trying to change the subject. I wonder how talking about her father
makes Esperanza feel?
At the mention of Papa, Esperanza felt that sinking feeling again. Is that sinking feeling the
same as the feeling I have when I remember something really unpleasant? She looked at
Miguel. He quickly turned his head away from her and looked hard out the window, but she
saw that his eyes were damp. She had never thought about how much her papa must have
meant to Miguel. Esperanza doesnt seem to think about other peoples feelings too much.
Why is that? Is it because shes always been so rich and never had to worry about anything
before?
(7)

Now were going to play a little game. As were reading, Ill pause every so often. Someone will roll a die
and someone else will draw a stick from the cup. The student whose name is drawn will ask a question
that begins with the question starter associated with the number rolled. (1- who, 2- what, 3- where, 4-
when, 5- why, 6-how). Pause at *s in the text.

From Esperanza Rising

All week, they prepared for Mamas homecoming. Hortensia and Josefina scrubbed the
little cabin until it was almost antiseptic.* Esperanza washed all the blankets and propped
the pillows in the bed. Juan and Alfonso cushioned a chair and several crates under the shade
trees so that Mama could recline outside during the hot afternoons.*
On Saturday, as soon as Esperanza helped Mama from the truck, she wanted a quick tour
of Papas roses and she got weepy when she saw the blooms. Visitors came all afternoon, but
Hortensia would only let people stay a few minutes, then she shooed them away for fear
Mama wouldnt get her rest.*
That night, Isabel showed Mama the doll and how she was taking care of it and Mama told
her that she thought Isabell and the doll belonged together.* When it was time for bed,
Esperanza carefully lay down next to Mama, hoping she wouldnt disturb her, but Mama
moved closer and put her arms around Esperanza, and held her tightly.*
Mama, Miguel is gone, she whispered.
I know, mija. Hortensia told me.
But Mama, it was my fault. I got angry and told him he was still a peasant and then he
left.*
It could not have been all your fault. Im sure he knows you didnt mean it. Hell come

37
back soon.* He couldnt be away from his family for long.
They were quiet.
Mama, weve been away from Abuelita for almost a year, said Esperanza. *
I know, said Mama quietly. It does not seem possible.
But Ive saved money. We can bring her soon. Do you want to see how much? Before
Mama could answer, Esperanza turned on the light, checking to make sure she hadnt woken
Isabel.* She tiptoed to the closet and took out her valise. She grinned at Mama, knowing
how proud she would be of all the money orders. She opened the bag and her mouth
dropped open.* She couldnt believe what she saw. She tipped the valise upside down and
shook it hard.
It was empty. The money orders were gone.*
(8)

As you read independently today, continue to practice listening to your inner voice and write down any
questions that you find yourself asking. Continue writing down other thoughts (like your reactions) as well.
Students will read for 20 minutes & continue writing down the questions they ask.

Think-pair-share: Share one question that you asked (with a little context!)


schemaeverything you know about a topic, the way your brain organizes information (my schema for
school includes having a teacher, students, people using desks, lots of books, etc. If someone says, Im going
to school, I can picture all of these things.)
plotwhat happens in a story, the action or events
charactersthe people or animals in a story (book, movie, etc.)
settingwhen and where a story takes place.

1. What is metacognition & why is it important for great reading?
2. What is one strategy great readers use?
3. Why is it important to read?

Peanut Allergies reading with questions (non-fiction!)

Game to engage reluctant learners.

38
STUDENT VERSION
Lesson 4
Great readers are always asking questions.


1. True or false: Great readers never get confused.

2. What is one strategy that you can use when you get confused?

3. What is a positive reaction?

Were going to talk about something else that great readers do!

Great readers are ____________________ asking questions. Seriously- ALL THE TIME.

Questions help us to ___________________ with the text.

They do ______________________ always mean that we are confused.

Some common question starters (can you guess em?) are . . .

W____________ W____________ W____________ W____________ W____________

And . . . H____________.

From Esperanza Rising.
When I get to California, Im going to work for the railroad, said Miguel, looking
anxiously toward the horizon. They had spread pieces of brown paper in their laps and
were eating pepinos, cucumbers sprinkled with salt and ground chiles.
Im thirsty. Are they selling juice in the other car? asked Experanza.
I would have worked at the railroad in Mexico, continued Miguel, as if Esperanza
had not tried to change the subject. But it is not easy to get a job in Mexico. You need
una palanca, a lever, to get a job at the railroads. I had no connections but your father
did. Since I was a small boy, he gave me his word that he would help me. And he would
have kept his promise. He . . . he always kept his promises to me.
At the mention of Papa, Esperanza felt that sinking feeling again. She looked at
Miguel. He quickly turned his head away from her and looked hard out the window, but
she saw that his eyes were damp. She had never thought about how much her papa must
have meant to Miguel.

39

All week, they prepared for Mamas homecoming. Hortensia and Josefina scrubbed
the little cabin until it was almost antiseptic. Esperanza washed all the blankets and
propped the pillows in the bed. Juan and Alfonso cushioned a chair and several crates
under the shade trees so that Mama could recline outside during the hot afternoons.
On Saturday, as soon as Esperanza helped Mama from the truck, she wanted a quick
tour of Papas roses and she got weepy when she saw the blooms. Visitors came all
afternoon, but Hortensia would only let people stay a few minutes, then she shooed
them away for fear Mama wouldnt get her rest.
That night, Isabel showed Mama the doll and how she was taking care of it and
Mama told her that she thought Isabell and the doll belonge together. When it was
time for bed, Esperanza carefully lay down next to Mama, hoping she wouldnt disturb
her, but Mama moved closer and put her arms around Esperanza, and held her tightly.
Mama, Miguel is gone, she whispered.
I know, mija. Hortensia told me.
But Mama, it was my fault. I got angry and told him he was still a peasant and then
he left.
It could not have been all your fault. Im sure he knows you didnt mean it. Hell
come back soon. He couldnt be away from his family for long.
They were quiet.
Mama, weve been away from Abuelita for almost a year, said Esperanza.
I know, said Mama quietly. It does not seem possible.
But Ive saved money. We can bring her soon. Do you want to see how much?
Before Mama could answer, Esperanza turned on the light, checking to make sure she
hadnt woken Isabel. She tiptoed to the closet and took out her valise. She grinned at
Mama, knowing how proud she would be of all the money orders. She opened the bag
and her mouth dropped open. She couldnt belive what she saw. She tipped the valise
upside down and shook it hard.
It was empty. The money orders were gone.


As you read independently during class, write down the questions you find yourself asking.

40

WHY DO PEANUTS MAKE SOME PEOPLE SICK?

Many people who are allergic to peanuts or other nuts, such as
pecans or walnuts. Eating even a small amount of peanuts can
make them vomit. Vomiting is the bodys way of getting rid of
something poisonous that youve eaten. So, if someone is allergic
to nuts, their body reacts as if the nuts are poisonous.

Avoiding nuts
Some people are allergic to just one or two foods. Other people
are allergic to many. Avoiding certain foods, such as nuts, is not
as easy as it sounds. Many kinds of foods, including many cereals, contain small amounts
of nuts. Some people are extremely sensitive to even tiny amounts of a particular food.
The fact that a machine in a factory previously processed nuts is enough to trigger the
allergy. That is why many products say may contain traces of nuts on the label.

Other symptoms of food allergy
If you eat something that you are allergic to, your mouth may tingle and your lips,
tongue, and throat may swell up and go numb. It may also give you stomach ache and
diarrhea. Some people are so allergic to nuts or other food, their bodies can go into
extreme shock if they eat them. People who are likely to react like this usually carry
medicine that will help them to recover quickly.

Skin reaction
Food allergies do not affect only the digestive system. The most common sign of a food
allergy is an itchy rash. Many people who are allergic to strawberries, shellfish, and nuts
break out in a rash or in red blotches when they eat them. A food allergy can also make
it difficult for some people to breathe.

Instant reaction
Many people react very quickly to a food they are allergic to. Within minutes their skin
breaks out in a rash, or they feel sick, or their mouth swells up. If this happens, it is fairly
easy to tell what has caused the reaction. Other people take longer to react. If you are
sick three days after eating something, you may not realize the cause.

Food can affect other conditions
A food allergy may trigger eczema, an asthma attack, or other conditions, like migraines.
A migrane is a bad headache that may cause people to vomit or feel dizzy. They may see
wiggly lines or dots in front of their eyes. Different things cause migraines in different
people, but many migraine sufferers find that eating cheese, or chocolate, or a chemical
called monosodium glutamate (MSG) triggers a migraine attack.

41

Three interesting pieces of Three questions I still have after
Information from the text reading the text

1.

2.

3.

Why do great readers ask questions while they read?

42
TEACHER VERSION
Lesson 5
Good readers use their questions to figure out why their understanding is breaking down.

SWBAT differentiate questions that indicate, Im thinking, and questions that indicate, Im confused.
SWBAT identify why their understanding is breaking down.


Exit ticket


Mini-Lesson
Text
Exit Ticket
Powerpoint

FIRST FIVE

Do Now:
Read the following paragraph and code the text. Be prepared to share your thoughts with your classmates.

I hope you don't mind my telling you a great deal about Roberta. The more I observe her, the more I notice
all sorts of things about her. For instance, she seems oddly anxious to make other people happy. Also, she has
the power of silent sympathy. That sounds rather dull, I know, but it's not so dull as it sounds. It just means
that she is able to know that you are unhappy, and to love you extra on that account, without bothering you
by telling you all the time how sorry she is for you.
adapted from The Railway Children by E. Nesbit

Yesterday, we talked about using questions to deepen our understanding. Today, were going to talk
about how some questions can help us figure out why our understanding is breaking down.

Great readers are constantly asking questions. Questions are one way that we interact with the text. They
also help us to deepen our understanding of the text.

But some questions are red flags. Questions about who a character is or where an event is occurring might
be clues that youre getting confused.

As were reading today, listen for other questions that sound like, HUH? When you realize whats confusing
you, its much easier to fix it!

43

When Mary Lennox was sent to live with her uncle, everybody said she was the most ugly child
ever seen. It was true, too. She had a little thin face and a little thin body, thin light hair and a sour
face. Her hair was yellow, and her face was yellow. She had been born in India and had always been
ill in one way or another.
Her father had held a job under the English Government and had always been busy and ill
himself. Her mother had been a great beauty who cared only to go to parties and amuse herself
with happy people. She had not wanted a little girl at all. When Mary was born she handed her
over to the care of an Ayah. Huh? An Ayah? Start flat affect here- Im lost! The child was kept out
of sight as much as possible. So when she was a sickly, fretful, ugly little baby she was kept out of
the way, and when she became a sickly, fretful, toddling thing she was kept out of the way also.
She never remembered seeing anything but the dark faces of her Ayah and the other native
servants. They always obeyed her and gave her own way in everything. By the time she was six
years old she was as mean and selfish a little pig as ever lived.
adapted from http://www.authorama.com/secret-garden-1.html

What I read (context) My question . . . This tells me . . .
When Mary was born she
handed her over to the care of
an Ayah.

Who or what is an Ayah? I need to read carefully to try
and infer the meaning of this
word- or find some additional
background information.
She never remembered seeing
anything but the dark faces of
her Ayah and the other native
servants.

Who/what are native servants?
That doesnt sound like
something wed say here- where
do they live?
I dont understand the setting of
this passage.
They always obeyed her and
gave her own way in everything.
By the time she was six years
old she was as mean and selfish
a little pig as ever lived.
Why would they give her
everything she wanted? Of
course shes spoiled at mean!
Im reacting to the text and
connecting it to my own life
those are signs that I
understand the text, and am
creating meaning.

(7)

Read the following passage together, as a class. Pause frequently to allow for questions. Analyze to
determine if those are questions that indicate were thinking or questions that indicate were
confused.

In Thailand, Police Colonel Pongpat Chayapan was tired of his police officers breaking the law. He was
annoyed that they did not take warnings seriously. Thai police officers were littering and parking in banned
areas. They were also showing up to work late quite often. After dealing with these problems for far too
long, Chayapan found a solution: make them wear Hello Kitty armbands.
Now, any Thai officer that breaks the law will be required to wear an armband that has Hello Kitty sitting
on top of two hearts. The officers will also have to stay in the office all day long. They will not be allowed to
discuss which law they broke. Officers that break the law will also have the same penalties and fines that

44
the rest of the public has.
Chayapan said about the armbands, "Simple warnings no longer work. This new twist is expected to
make them feel guilt and shame and prevent them from repeating the offense. This is to help build
discipline. We should not let small offenses go unnoticed."

In Thailand, Police Colonel . . .

Where is Thailand? I dont know much about the
setting-but might be able to
make sense of the article,
anyway.
Now, any Thai officer that
breaks the law will be required
to wear an armband that has
Hello Kitty sitting on top of two
hearts.
I wonder if wearing a Hello
Kitty armband would keep 6
th

grade students from breaking
rules?

Im connecting the text to my
own life; Im doing ok.

(8)

Keep doing what youre doin . .

Read the following excerpt from Through the Looking Glass by Lewis Carroll. Carrolls stories are mostly
nonsensical, and he wrote in British (rather than American) English, which can make them confusing. As
you read, pay attention to the questions you are asking when your understanding breaks down. When
you finish, silently begin reading your independent reading book.
Through the Looking Glass
by Lewis Carroll
One thing was sure, that the WHITE kitten had had nothing to do with it. It was the black kitten's fault
entirely. For the white kitten had been having its face washed by the old cat for the last quarter of an hour.
You see that it COULDN'T have had any hand in the mischief.
But the black kitten had been finished with earlier in the afternoon. So, while Alice was sitting curled up
in a corner of the great arm-chair, the kitten had been having a grand game of romps with the ball of yarn
Alice had been trying to wind up. He had been rolling it up and down till it had all come undone again.
There it was, spread over the hearth-rug, all knots and tangles, with the kitten running after its own tail in
the middle.
"Oh, you wicked little thing!" cried Alice, catching up the kitten, and giving it a little kiss to make it
understand that it was in disgrace. 'Really, Dinah ought to have taught you better manners! ' She added,
looking at the old cat, and speaking in as cross a voice as she could manage. Then she scrambled back into
the arm-chair, taking the kitten and the yarn with her, and began winding up the ball again. But she didn't
get on very fast, as she was talking all the time, sometimes to the kitten, and sometimes to herself. Kitty sat
on her knee, pretending to watch the progress of the winding, and now and then putting out one paw and
gently touching the ball, as if it would be glad to help.

Teacher will circulate, conferring with individual students. Students who are not having any difficulty with
their independent reading books should be pushed to read more challenging books. Teacher should also be

45
making notes about passages that are confusing to students and the strategies they are using to fix them to
be used in future mini-lessons.
(20)

Discuss what was confusing about this passage. What questions did students have? Did their questions help
them to fix their confusion?
(5)

Million $ Question:
1. Why do great readers ask questions?
2. What is one question you had today (that we havent already discussed!) that helped you to figure out
where your understanding was breaking down?
3. What schema would you have for a basketball game?
(5)

Read Independence Day in Brazil. Practice coding the text. On the back, write 6 questions that you had
and what these questions told you about your understanding. (same graphic organizer used in the lesson)


46
STUDENT VERSION
Lesson 5
Good readers use their questions to figure out why their understanding is breaking down.
Read the following paragraph and code the text. Be prepared to share your thoughts with your
classmates.

I hope you don't mind my telling you a great deal about Roberta. The more I observe
her, the more I notice all sorts of things about her. For instance, she seems oddly
anxious to make other people happy. Also, she has the power of silent sympathy. That
sounds rather dull, I know, but it's not so dull as it sounds. It just means that she is able
to know that you are unhappy, and to love you extra on that account, without bothering
you by telling you all the time how sorry she is for you.
adapted from The Railway Children by E. Nesbit

Yesterday, we talked about using questions to deepen our understanding. Today, were going to talk
about how some questions can help us figure out why our understanding is breaking down.

Great readers are constantly asking ____________________.
Questions are one way that we _________________ with the text. They also help us to
______________ ______________ _____________________ of the text.

But some questions are ______________ _______________. Questions about _______________ a
character is or _____________________ an event is occurring might be clues that youre getting
____________________.
Ill show you what I mean:

From The Secret Garden by Frances Hodgson Burnett

When Mary Lennox was sent to live with her uncle, everybody said she was the
most ugly child ever seen. It was true, too. She had a little thin face and a little thin
body, thin light hair and a sour face. Her hair was yellow, and her face was yellow. She
had been born in India and had always been ill in one way or another.
Her father had held a job under the English Government and had always been busy
and ill himself. Her mother had been a great beauty who cared only to go to parties and
amuse herself with happy people. She had not wanted a little girl at all. When Mary was
born she handed her over to the care of an Ayah. The child was kept out of sight as
much as possible. So when she was a sickly, fretful, ugly little baby she was kept out of
the way, and when she became a sickly, fretful, toddling thing she was kept out of the
way also. She never remembered seeing anything but the dark faces of her Ayah and the

47
other native servants. They always obeyed her and gave her own way in everything. By
the time she was six years old she was as mean and selfish a little pig as ever lived.
adapted from http://www.authorama.com/secret-garden-1.html


In Thailand, Police Colonel Pongpat Chayapan was tired of his police officers breaking
the law. He was annoyed that they did not take warnings seriously. Thai police officers
were littering and parking in banned areas. They were also showing up to work late
quite often. After dealing with these problems for far too long, Chayapan found a
solution: make them wear Hello Kitty armbands.
Now, any Thai officer that breaks the law will be required to wear an armband that
has Hello Kitty sitting on top of two hearts. The officers will also have to stay in the
office all day long. They will not be allowed to discuss which law they broke. Officers
that break the law will also have the same penalties and fines that the rest of the public
has.
Chayapan said about the armbands, "Simple warnings no longer work. This new twist
is expected to make them feel guilt and shame and prevent them from repeating the
offense. This is to help build discipline. We should not let small offenses go unnoticed."


Through the Looking Glass
by Lewis Carroll
One thing was sure, that the WHITE kitten had had nothing to do with it. It was the
black kitten's fault entirely. For the white kitten had been having its face washed by the
old cat for the last quarter of an hour. You see that it COULDN'T have had any hand in
the mischief.
But the black kitten had been finished with earlier in the afternoon. So, while Alice
was sitting curled up in a corner of the great arm-chair, the kitten had been having a
grand game of romps with the ball of yarn Alice had been trying to wind up. He had
been rolling it up and down till it had all come undone again. There it was, spread over
the hearth-rug, all knots and tangles, with the kitten running after its own tail in the
middle.

48
"Oh, you wicked little thing!" cried Alice, catching up the kitten, and giving it a little
kiss to make it understand that it was in disgrace. 'Really, Dinah ought to have taught
you better manners! ' She added, looking at the old cat, and speaking in as cross a voice
as she could manage. Then she scrambled back into the arm-chair, taking the kitten and
the yarn with her, and began winding up the ball again. But she didn't get on very fast,
as she was talking all the time, sometimes to the kitten, and sometimes to herself. Kitty
sat on her knee, pretending to watch the progress of the winding, and now and then
putting out one paw and gently touching the ball, as if it would be glad to help.

Record your questions in the graphic organizer below.

49
Homework: ALARMS!
Directions: Read the following passage. Code the text- write your questions and reactions in the
margins. Then, complete the graphic organizer on the back (its just like the one we used in class!).
To receive full credit, you must demonstrate that you actively read the text (front) and complete the
entire graphic organizer (back).

Independence Day in Brazil
By Ekaterina Zhdanova-Redman

1
Have you ever had to make a difficult choice between right and wrong?
Many people face such choices - whether big or small - everyday. Maybe
you've had to make a choice like this today. Now imagine making a choice
between right and wrong that would forever change two entire countries!
There was a man in Brazil who had to make such a choice, and his name was
Dom Pedro.

2
Many years ago, the European country of Portugal ruled Brazil. In the 18th century,
Europe was in the middle of war. The French, under the leadership of Napoleon Bonaparte,
threatened Portugal. The Portuguese royal family decided they needed somewhere to hide,
so they took off for Brazil. They arrived in Brazil in 1807. Brazil's capital city of Rio de
Janeiro became both countries' capital city.

3
At the time, Brazil was used to being ruled from afar. At first, rulers and businesspeople
in Brazil liked having the attention of the Portuguese royal family. But having the royal family
so close meant Brazilians had to behave. The Portuguese opened Brazilian trade with the
British, and the trade paid for many improvements in Brazil.

4
Brazilians eventually got tired of the royal family and started to rebel. King Joao tried his
best to settle things down, but failed. Finally, on April 25, 1821, the royal family loaded their
ships with all kinds of money and goods and headed back for Portugal. Their departure
came after years of fighting all around Brazil. The royal family left their son, Prince Dom
Pedro to rule Brazil.

5
Dom Pedro started by working for the people of Brazil, cutting his own salary, abolishing
slavery, and cutting or eliminating many taxes. The Portuguese government decided that
Pedro needed to be reined in and voted to abolish the kingdom of Brazil. The Portuguese
sent troops to take control and ordered Pedro back to Portugal. People all across Brazil
begged Pedro to stay. Pedro fought against the Portuguese to defend the Brazilian people.
It was becoming clear that Pedro would have to make an important choice: Defy his
government and stay in Brazil, or return to Portugal in shame.

6
He learned that the Portuguese were sending more troops to fight the Brazilians. Pedro
tore the Portuguese insignia from his uniform and shouted: "By my blood, by my honor, and
by God: I will make Brazil free!" This day was September 7, 1822.

7
Pedro fought on, and in 1825, Britain and Brazil declared Brazil an independent nation.
A constitution and new government soon followed. But those dates aren't celebrated as
independence days - September 7, the day Pedro tore his uniform and decided to stay and
fight with the Brazilians, is celebrated as Brazilian Independence Day. Each year, Brazilians
all over the world have parades, parties, and celebrations to remember Pedro's critical
decision to do the right thing.

50


51
TEACHER VERSION
Lesson 6
Good readers activate their schema before they begin reading.

SWBAT define schema.
SWBAT activate prior knowledge before they read a text.


Exit ticket


Mini-Lesson
Copy of non-fiction text about King Arthur
Copy of Freak the Mighty for each student.
Powerpoint

FIRST FIVE

Do Now: Freak the Mighty Ch. 7 & 8 Comprehension Check

1. Where do Max and Kevin go to escape from Tony D. and his gang?
2. What is Maxs fathers nickname?
3. Why does Maxs grandfather treat Max differently after the incident with Tony D. at the millpond?
4. What does Kevin mean when he tells Max that he wants to go on a quest?

Were going to take a break today to build some prior knowledge and learn about something else that all
great readers do.


Complete a word journal page for schema. Define schema as prior knowledge (things we already know) that
helps us to organize new information in our brains (understand new ideas).

Say:
Weve been learning about things that all good readers do. Who can remind me of a few things that all good
readers do? (acceptable answers: metacognition, ask questions, have reactions, recognize confusion and fix
it, etc.) Today, well be learning something else that all good readers do.

Notes:

Good readers activate their schema. Some teachers might call this activating prior knowledge. It means:

52
you use things you already know to help you understand a new text.

Say: Were going to do this twice (!!) today.
Pass out copies of King Arthur and the Knights of the Round Table (from Edhelper.com).

Read the title only. Say: I remember reading something about King Arthur in Freak the Mighty!

When I look back at Ch. 4 (p. 16).

Freak is shaking his head. I can see hes trying not to let on that hes laughing inside. Guinevere,
he finally says, catching his breath. The Fair Guinevere, from the legend of King Arthur. You know
about King Arthur, right?

I shrug. The only King Arthur I know is the brand of flour Gram uses, and if I say that Ill really sound
like a butthead.

He goes, My moms name is Gwen, so sometimes I call her the Fair Guinevere or the Fair Gwen.
King Arthur was the first king of England, way back when there were still dragons and monsters in
the world. Arthur was this wimpy little kid, an orphan, and there was this magic sword stuck in a big
stone, okay? The old king had died, and whoever could pull the sword from the stone proved he
was the next king. All these big tough dudes came from all over to yank at the sword and they
couldnt budge it. One day this wimpy little kid tried when nobody was looking and the sword
slipped out like it was stuck in butter.

So he was the king, this little kid?

Alreadyright awayI have some prior knowledge about this piece well be reading. I know that
the setting will be in England a really long time ago. I know to expect dragons. I know that Arthur
was kind of wimpy, but eventually became king. So if I start to get confused as Im reading, I can
come back to these ideas.

Read the first two paragraphs of King Arthur aloud with students. Both paragraphs are pretty confusing.
Stop. Have all students activate their schema (arms fully extended, fingers wiggling like they are casting a
spell while we say activate; fingers lightly massaging their heads as we say schema). What do we know,
from reading Freak the Mighty, that can help us to make sense of this passage? Point out that Freak said
Arthur was an orphanso he didnt know who his parents were (or thought they were dead). That helps us to
make sense of the fact that he didnt know his dad was king. And the stone stuff- there were lots of people
trying to prove that they were supposed to be king by pulling a magical sword out of the stone. That must be
what Arthur is waiting to do. Solicit additional student feedback as well.

Finish reading King Arthur and the Knights of the Round Table with students. Ask if they have any
other background information about anything in the passage (knights, a time when they saw people
being mean to each other because they were competing, etc.). Secondary goal of this time, in
addition to teaching students to active their schema, is to continue building schema about King
Arthur and the Knights of the Round Table before students read Ch. 9 of Freak the Mighty.

53
As you read Ch. 9 of Freak the Mighty, dont forget to activate your schema!
Remember, all good readers:
*Think about their thinking (metacognition)
*KNOW when they are confused and FIX it!
*Have positive (+) and negative (-) reactions to the text
*Ask questions
*Activate their schema!!

As you finish reading King Arthur and the Knights of the Round Table, remember to write your thoughts in
the margins. Then, read chapter 9 of Freak the Mighty. Respond to the questions below.

Questions (borrowed from Assessing Reading Comprehension by Ellin Keene):
1. When you were reading this text, did it remind you of anything you know about or believe? What? Why
do you think you thought about or remembered what you did?
2. How does schema help a reader understand a text while reading?
3. How did thinking about your schema help you to understand this text?

Discuss chapter 9. What do you think?

Assign homework. Make briefly discuss and make sure that students understand whats going on in our class
novel, Freak the Mighty.

Read Ch. 10 of Freak the Mighty. (hint: there might be a quiz tomorrow).
Activate your schema! Reading homework 2.7

During class, students read in pairs. Pairs are heterogeneous (low/medium, medium/high) to aid in student
learning.

54
STUDENT VERSION
Lesson 6
Good readers activate their schema before they begin reading.

Directions: Determine whether each of the following questions is a thick or thin question. Then,
answer the questions.

1. Where do Max and Kevin go to escape from Tony D. and his gang? (thick or thin)

2. What is Maxs fathers nickname? (thick or thin)

3. Why does Maxs grandfather treat Max differently after the incident with Tony D. at the
millpond? (thick or thin)

4. What does Kevin mean when he tells Max that he wants to go on a quest? (thick or thin)

Today, well be working on something else that all good readers do.

Good readers ___________________ their __________________. Some teachers might call this
activating ____________________ _________________. It means: you use things you
_______________ ________________ to help you understand a _________________ ____________.

Excerpt from Freak the Mighty; p. 16

Freak is shaking his head. I can see hes trying not to let on that hes laughing inside.
Guinevere, he finally says, catching his breath. The Fair Guinevere, from the legend of King
Arthur. You know about King Arthur, right?

I shrug. The only King Arthur I know is the brand of flour Gram uses, and if I say that Ill really
sound like a butthead.

He goes, My moms name is Gwen, so sometimes I call her the Fair Guinevere or the Fair
Gwen. King Arthur was the first king of England, way back when there were still dragons and
monsters in the world. Arthur was this wimpy little kid, an orphan, and there was this magic
sword stuck in a big stone, okay? The old king had died, and whoever could pull the sword
from the stone proved he was the next king. All these big tough dudes came from all over to
yank at the sword and they couldnt budge it. One day this wimpy little kid tried when nobody
was looking and the sword slipped out like it was stuck in butter.

55

So he was the king, this little kid?

Alreadyright awayI have some prior knowledge about this piece well be reading. I know
that the setting will be in England a really long time ago. I know to expect dragons. I know
that Arthur was kind of wimpy, but eventually became king. So if I start to get confused as Im
reading, I can come back to these ideas.


Read Ch. 10 of Freak the Mighty. Write your questions and reactions below. And dont forget to
activate your schema!

1. When you were reading this text, did it remind you of anything you know about or believe? What?
Why do you think you thought about or remembered what you did?

2. How does schema help a reader understand a text while reading?

3. How did thinking about your schema help you to understand this text?

56
King Arthur and the Knights of the Round Table
By Sharon Fabian

Arthur waited in line to try pulling the great sword from the
stone. He had no idea that King Uther, who had just died, was his
real father. He had no way of knowing that he was the true heir to
the throne.
His turn came. He gripped the huge sword, glittering with shiny
metals and jewels, and slid it from its stone scabbard. That was the proof that England
needed. Arthur was crowned King. "Long live the king!"
Arthur ruled England with the guidance of his long-time guardian, Merlin the
magician.
He had brave and loyal knights - Lancelot, Gawain, and many others.
King Arthur's knights took their role seriously. They promised to abide by a code of
rules. They promised to act bravely and with honor. They promised not to murder
innocent people and to rescue ladies in distress.
Arthur's knights were adventurous and ambitious. They loved to meet together and
tell tales of their great feats, each one trying to out-tell the other. Sometimes the
competition between the exaggerating knights got to be too much.
So Arthur, being a wise leader, came up with a solution. Into the meeting hall of
Camelot Castle, he moved the huge round table that his wife, the lovely Lady Guinevere,
had brought as part of her dowry. At this round table, no knight would sit in front of
another one. No one would have an advantage or a favored position. Everyone would be
equal.
King Arthur's court at the Round Table became known far and wide as the perfect, fair
way to rule. Every knight aspired to become a Knight of the Round Table and enter the
meeting hall at Camelot to the fanfare of his own clanking armor.
When their meetings were adjourned, Arthur's knights set out from Camelot for great
adventures in all corners of England.
Wearing their shining suits of armor and their tin-can helmets, Arthur's knights rode
out to fight whoever had done them wrong. King Arthur's red dragon painted on each
shield proclaimed that they were The Knights of the Round Table.
Back at Camelot, King Arthur presided over the forces of good in his sweeping red
robe and tall golden crown. Always nearby was his own trusty sword, Excalibur, given to
him by the mysterious Lady of the Lake. England was in good hands.
Even good King Arthur had occasional problems to deal with. Life among so many
knights and ladies could be a bit dramatic. When King Arthur's own wife, Guinevere, was
stolen away by his knight Lancelot, Arthur had to act at once. He fought his nephew
Mordred, who had somehow gotten into the thick of the plot.
Arthur killed Mordred.
Mordred gravely wounded Arthur too, and Arthur was swiftly carried off by his own
men - never to be heard from again.
This story may or may not be true. King Arthur and his Knights of the Round Table
may or may not have been real people. Many historians think that there is at least a little
bit of truth in the legend. The story of King Arthur and the Knights of the Round Table,
however, has become a part of history. The bravery and honor of the knights, the
wisdom of King Arthur, and the magical effect of the Round Table - it has all become a
part of the story of England.
Copyright 2009 edHelper

57

King Arthur and the Knights of the Round Table: Comprehension Check

1. Although it is not stated directly in the story, you can infer that this story
takes place during the ______.
a. middle ages
b. prehistoric times
c. Civil War era
d. Ancient Roman times
2. Arthur became king ____________.
a. when he pulled the sword from the stone
b. after King Uther died
c. During the Middle ages
d. All of the above
3. Lancelot was a ___________.
a. Knight
b. magician
c. king
d. all of the above
4. Based on the story, we can say that King Arthur probably died from _________.
a. food poisoning
b. a wound from a sword
c. Pneumonia
d. a gunshot wound
5. The Round Table gave each knight a/an _______________.
a. equal say
b. place to eat dinner
c. job
d. fortune
6. Excalibur was ______________.
a. a sword
b. a horse
c. a crown
d. the sword in the stone
7. The red dragon was _______________ symbol.
a. Mordreds
b. King Arthurs
c. Lancelots
d. Queen Guineveres
8. The story of King Arthur and the Knights of the Round Table is __________.
a. Factual history
b. Historical fiction
c. No one knows for sure
d. a fiction story

58
TEACHER VERSION
Lesson 7
Good readers can make text to self connections.

SWBAT describe at least one text-to-self connection they made while reading Freak the Mighty.
SWBAT explain how their connection increased their understanding of the text.


Exit ticket
Readers Notebook Entry


Mini-Lesson
Text
Looseleaf paper for Readers Notebook entries.

FIRST FIVE
Do Now:
Comprehension Check

1. Why is Life is Dangerous a good title for chapter 9?
2. On p. 54, why does Max get upset when Gram says, poor Kevin? Use the chart to answer the
questions.
Freak often uses vocabulary that most people dont use in everyday conversation. Below are several
examples of things Freak says in chapters 9 & 10. Re-write them using common, everyday language.
3. p. 50: Then that shall be your reward, faithful steedtinted sucrose and bubbles of air!
4. p. 60: I devised a special retrieval device.

Were going to learn one more thing that all good readers do!
Today well be learning about something else that all good readers domaking connections! Show
students the new hand signal well use to show that we have made a connection. Today, well be talking
specifically about text-to-self connections.

Text to self connectionsconnecting something that you read to your own life in a way that helps you
better understand the text.

59
Whenever we share our connections, were going to use the following format:
In the text it says . . . This reminds me of . . . This helps me to understand . . .

Lots of not-so-great readers think theyre making great connections whenever something they read
reminds them of something from their own life. But . . .

Great readers know that memories are only connections when they help us better understand the text.

Let me show you two examples:

Grim, hes okay sometimes,
like when Tony D. chased us
into the pond, but most of the
time he thinks he knows
everything, which he doesnt.-
p.55
My grandfather thought he
knew EVERYTHING when I was
a kidhe was always trying to
give me advice when he didnt
have any clue what my life was
life.
Even though I loved my
granddad, it was frustrating
that he thought he knew
everything. I bet Max has
similar feelings toward his
grandfather.
We must dress in black and
cover our faces with soot. For
the next couple of hours we try
to find soot, but it turns out
you need a fireplace for soot,
or at least a chimney, so Freak
finally decides that my idea
about using regular dirt will
have to do.-p. 56
When I was a kid, my parents
would take us camping. At
night, we would build a
campfire. In the morning, the
empty fire pit was full of soot.
If you accidentally fell in it or
touched it, your clothes and
skin would get REALLY dirty.
Remembering what soot looks
and feels like helps me to
imagine what Freak was going
forhe wanted them to be
completely dark from head to
toe.


My fake Walkman has a built-
in alarm, and I set it for two in
the morning and wear the
headphones to bed, but before
you can wake up you have to
fall asleep, and I never do fall
asleep because I keep waiting
for the alarm to go off. Which
is, I know, typical butthead
behavior.
Most kids should have a
memory of a night they were
too excited or nervous to fall
asleepthe night before the
first day of school, Christmas
Eve, etc.

Their connections should help
us to better understand what it
was like for Max to be awake
all night, waiting. He was
nervous, what his stomach
would have felt like, etc.

As you read chapter 11, listen to your thoughts (metacognition!) and write down any text-to-self connections
you make (along with your reactions and questions).

60

With their partners, students will read chapter 11 Freak the Mighty. As they read, they will complete the
text-to-self connections graphic organizer in the independent reading section of their notes.

Stress that, for this, students should not be writing down the same things as their partnertheir partners
memories and life experiences are not their own.

Also stress that if they cannot explain how the connection helps them to better understand the story, its
an interesting coincidence but not really a connection. (His moms car is red and my mom has a red car,
too! Is an example of a coincidence that is interesting, but not really helpful for increasing understanding.)

Give students the opportunity to share their connections. Pre-screen connections to ensure that, at least
for today, only students who have made connections that truly deepen their understanding of the text
are sharing.

Read, baby, read!
Reading HW 2.8; Reading guide for Chapters 11 and 12.

Heterogeneous reading partnerships to support struggling readers.

61
STUDENT VERSION
Lesson 7
Good readers can make text-to-self connections.
1. What does Kevin do to make the quests more interesting?

2. Where does Kevin take Max?

3. What does Kevin tell Max they are going to do there?

4. What is the treasure that Kevin and Max retrieve?

Well be learning about something else that all good readers do.

___________ ______ ______________ _______________ __________________ something
that you ____________ to your __________ __________ in a way that ____________ ___________
_____________ _________________________ _____________ _________________.

Great readers know that _________________ are only ________________ when they help us
_____________ __________________ the text.
Let me show you two examples:
In the text it says . . . This reminds me of . . . This helps me understand . . .
Grim, hes okay sometimes,
like when Tony D. chased us
into the pond, but most of
the time he thinks he knows
everything, which he
doesnt.-p.55

We must dress in black and
cover our faces with soot. For
the next couple of hours we
try to find soot, but it turns
out you need a fireplace for
soot, or at least a chimney, so
Freak finally decides that my
idea about using regular dirt
will have to do.-p. 56


62

My fake Walkman has a
built-in alarm, and I set it for
two in the morning and wear
the headphones to bed, but
before you can wake up you
have to fall asleep, and I
never do fall asleep because I
keep waiting for the alarm to
go off.



63
Name & HR: Subject: Reading
Date: Teacher: Ms. Jenkins

Exit Ticket: Text-to-Self Connections
Directions: (ATTACK THE DIRECTIONS!) Complete the graphic organizer with your favorite text-to-
self connection from class today. Be sure to include page numbers!








TEACHER VERSION

64
Lesson 8
Good readers can make text-to-text connections.

SWBAT make at least one text-to-text connection and explain how it deepens their understanding of the
text.


Graphic organizer


Mini-Lesson
Notes

FIRST FIVE
Do Now: Comprehension check
Yesterday, we learned about one type of connection. Today, well learn about another type of connection
that good readers make.
Ask students if they can remember what we learned about yesterday. Have them show me our secret signal
for making connections (hooking your two pointer fingers around each other). Allow 2 students (only two!!)
to share a text-to-self connection that had while reading the night before (from Freak the Mighty or from
their DEAR book).

Tell students well be talking about another type of connection todaytext-to-text connections.

Text-to-text connectionwhen we connect what were reading now to something weve read (or watched!)
before. Someone writes the words in movies, plays, and songsthese are all texts.

Im going to spend a lot of time modeling today because there are two different (and equally important) types
of text-to-text connections I want to talk about.

MODEL this for students. On page 58 of Freak the Mighty, when Max and Freak are going on the treasure
hunt, Max says that Freak is dressed like Darth Vader. The author is making a pretty big assumption here
that we know who Darth Vader is. And most of you probably do. Ask students to share what they know
about Darth Vader. Who is he? What movie is he from? (Put pictures of Darth Vader in the power point to
add a quick element of fun! Knowing who Darth Vader is helps me to make a mental picture of what Freak
looks like in this part of the book. It helps me to make sense of the conversation that Max and Freak are
having when they start talking about the real Darth Vader, too!

The second type of text-to-text connection is a little bit trickier. Put on my think-aloud hat to help students

65
visually see that they are going inside Ms. Jenkins brain and having a conversation with my bff. In lots of
ways, this book reminds me of Raymonds Run. The characters are really differentbut the writing style is
similar. Both stories are told by kids. Because of that, the language is confusing sometimesMax and
Squeaky both speak in run-on sentences sometimes. Their grammar isnt always correct. Im not used to
reading books like that. Recognizing this- that the story is being told by a kid, like another story Ive read-
gives me new strategies to make sure that Im understanding what Im reading. It helps me to understand
why things are written in a certain way.

For example: So Im hanging out down under, listening to some of my thrash tapes on the fake Walkman I got
last Christmas, when Freak pops up on the side of my bed. Because of the headphones and the volume being
pumped up to mega-decibel I never hear him come in, hes just suddenly there, like whoa! And Ill bet I
jumped about a foot.p. 55

Ask students if they have made any text-to-text connections. Dont be afraid to clarify if students are
saying things that are not helpful/will not increase others comprehension of this book and others.
Keep using the graphic organizer!
Students should continue using all of the active reading strategies we have learned about so far. They
might not think of any text-to-text connections today, and thats ok. The more important idea is that they
will be reading actively.

Students will read with a partner, being sure to share their ideas as they read!
Allow a few pre-selected students to share their connections, particularly if anyone had a brilliant insight.
Exit Ticket. Students should write one brilliant insight they had while reading today.
Ch. 13 & 14 Guide sheet.


66
STUDENT VERSION
Lesson 8
Good readers make text-to-text connections.

1. Who are Loretta and Iggy Lee? Where do they live?

2. Why do Loretta and Iggy Lee recognize Max?

3. What happened to Kevins father?

4. Until this year, what kind of classes has Max been in at school? What classes will he be in this
year?

Well be learning about another type of connection today.

_____________-to-_____________ connection when we _____________what were reading now to
something weve read (or watched!) _____________.

_____________, _____________, _____________, and _____________ are all _____________.

Darth Vader
p. 58

So Im hanging out down
under, listening to some of
my thrash tapes on the fake
Walkman I got last Christmas,
when Freak pops up on the
side of my bed. Because of
the headphones and the
volume being pumped up to
mega-decibel I never hear
him come in, hes just
suddenly there, like whoa!
And Ill bet I jumped about a
foot.p. 55


67

Directions: Write down any text-to-self or text-to-text connections that you make while reading today.

68
TEACHER VERSION
Lesson 9
Good readers can make text-to-world connections.

SWBAT demonstrate their ability to make meaningful connections and activate schema on an assessment.


Exit ticket


Mini-Lesson
Text
Copy of Freak the Mighty for each student
Internet video/sound clip about bullying

FIRST FIVE
Do Now:
Comprehension Check- Ch. 13-14
1. How is Maxwell doing in school?
2. Why does Mrs. Addison call Max to her office?
3. What happens to Freak at the end of the chapter?
4. What does Freak say is wrong with his body?
5. What news have Max and his grandparents learned about his father?
Well be learning about the 3
rd
type of connection today: text-to-world connections.
Ask students to remind you of the skills that we have learned about so far this week. (activating schema, text-
to-self connections, text-to-text connections). Ask students to give examples of how they have used these
strategies this week. Students must be able to explain how their connections have helped to increase their
understanding.

Today we will be learning about the third type of connection. Well be learning about text-to-world
connections.

Text-to-world connections are: when we use specific knowledge about the topic or general world knowledge.

As with the other types of schema weve been talking about, text-to-world connections always deepen our
understanding of the text.

While I was reading chapter 12 of Freak the Mighty, I made a really interesting text-to-world connection that I
want to share with you today.

69
On page 76-77 of Freak the Mighty (give students a few moments to find the page in the book), Mrs. Donnelli
asks Max to stand up in front of the class. The other kids start teasing him and calling him names, and then
they even start throwing things! The whole classroom is completely out of control.

In the text it says . . . This reminds me of . . . This helps me to
understand . . .
Maxi Pad! Maxi Pad! Ask
him quick about his dad!
Killer Kane! Killer Kane!
Had a kid who got no
brain.
Bullying. As a teacher, Ive read a lot about
bullying and how to prevent it. Let me show
you.
Show kids the bullying video at
http://www.studentsagainstbullying.org/video/
Im sure this is not the first
time that Max and Freak
have been bullied. Using my
prior knowledge helps me to
realize how challenging this
must be for them-and how
much they depend on each
other as friends.

Expect students to comment that this seems similar to text-to-text connections. In some ways, it
is. Explain that a) I have lots of specific knowledge about bullying and its effect on children,
teenagers, and even adults that I am activating to help me understand this passage and b) Im
less concerned with what we call our connections and more concerned with whether or not
were activating schema (no matter what kind!) to deepen our understanding of a text.
Lets look at Chapter 13. I bet all of you made a text-to-world connection while reading this chapter,
whether you noticed it or not!

I used to think all that spooky
stuff about Friday the Thirteenth
was just a pile of baloney. But
now Im getting my own personal
introduction to what can happen.
Ask students what they know
about Friday the 13
th
. This should
include things about bad luck,
haunted houses, etc.
Making this connection helps me
to understand what Max means
by this statement! I know that
something bad/spooky/etc. is
about to happen, because the
Max says that what people say
about Friday the 13
th
is proving to
be true.
Try it out while youre reading independently!

Students will read Ch. 15 in pairs, making sure to write down all of their thoughts using the appropriate text
codes. (T-S, T-T, T-W, +, -, ?)

As they read, they should discuss their connections with their partner.

Provide students with a graphic organizer to use for recording their thoughts.
Call on students randomly (using straws) to share an interesting connection that their partner made.
They should also share how this connection helped them to better understand the text.

If time allows, students could also share other thoughts they had while reading.

70

Exit Tickethave students write their best/favorite text connection (text-to-text, text-to-world, text-to-self)
connection from class. If students say they did not activate any schema during reading, then they should
explain what they were thinking about while they were reading the text. (If youre not thinking, its not really
reading!)
Ch. 15 & 16 Reading Guide


71
STUDENT VERSION
Lesson 9
Good readers make text-to-world connections.

1. How is Maxwell doing in school?

2. Why does Mrs. Addison call Max to her office?

3. What happens to Freak at the end of the chapter?

4. What does Freak say is wrong with his body?

5. What news have Max and his grandparents learned about his father?

Text-to-world connections are another type of schema that we can use.

Text-to-world connections are: when we use _________________ _________________ about the
_________________ or __________________ __________________ _____________________.

As with the other types of schema weve been talking about, text-to-world connections always
__________________ our _________________ of the _________________.

In the text it says . . . This reminds me of . . . This helps me to understand .
. .
Maxi Pad! Maxi Pad! Ask him
quick about his dad!
Killer Kane! Killer Kane! Had a
kid who got no brain.


72
. .
I used to think all that spooky
stuff about Friday the
Thirteenth was just a pile of
baloney. But now Im getting
my own personal introduction
to what can happen.


. .

73
TEACHER VERSION
Lesson 10
Good readers make movies in their minds as they read.

SWBAT define visualization.
SWBAT explain that movies are someone elses visualization of a novel.
SWBAT create a sketch that shows they are able to visualize a scene from their lit circles.


Exit ticket


Mini-Lesson
Lit Circle Books
Chart paper & markers (For sketches)

DO NOW
The Adventure of the Bruce-Partington Plans

In the third week of November, in the year 1895, a dense yellow fog settled down upon London. From the Monday to the
Thursday I doubt whether it was ever possible from our windows in Baker Street to see the neighbor. The first day Holmes had
spent in cross-indexing his huge book of references. The second and third had been occupied upon a subject which he had recently
made his hobby--the music of the Middle Ages. But when, for the fourth time, after pushing back our chairs from breakfast we saw
the fog drifting past us, my comrade's active nature could take this drab life no longer. He paced about our sitting-room in a fever of
energy, biting his nails, tapping the furniture, and squirming...I was perfectly content to read quietly.
"Nothing of interest in the paper, Watson?" he said.
Holmes meant anything of criminal interest. There was the news of a revolution, of a possible war, and of a change of
government. This would not interest Holmes. He groaned and resumed his restless pacing.
"The London criminal is certainly a dull fellow." He said in the sad voice of the sportsman whose game has failed him.
"There have," said I, "been many petty thefts." Holmes snorted.
adapted from "The Adventure of the Bruce-Partington Plans" by Sir Arthur Conan Doyle

1. Which of the following words best describes Holmes?
A. curious C. angry
B. illiterate D. lazy

2. How is Holmes different than his friend Watson?
A. He is more focused C. He is happier.
B. He is quieter. D. He is more restless

Well learn a new active reading strategy! Ask students if they remember what active reading means;
ask them to discuss other active reading strategies that we have learned, like activating our schema and
asking questions.

74

All good readers make movies in their minds as they read. The official term for making a movie in your
mind is visualization.

This just means creating a vivid mental picture of what youre readingusing both the actual text and your
schema. (take this as an opportunity to review/reinforce activating schema!)

Creating these mental movies helps us to better understand what were reading (like activating our schema
and making connections).

Sometimes, making a quick sketch (not an art project!) can help to deepen our understanding of what
were reading.

Were going to practice this together. As Im reading, I want you to make a mental movie in your mind and
draw a sketch in your notes.

Read the following passage from chapter 3 of Charlottes Web:

The ban was very large. It was very old. It smelled of hay . . . It smelled of the perspiration of tired horses
and the wonderful sweet breath of patient cows . . . It smelled of grain and of harness dressing and of axle
grease and of rubber boots and of new rope . . . . It was full of all sorts of things that you find in barns:
ladders, grindstones, pitch forks, monkey wrenches, scythes, lawn mowers, snow shovels, ax handles, milk
pails, water buckets, empty grain sacks, and rusty rat traps. It was the kind of barn that swallows like to
build their nests in. It was the kind of barn that children like to play in.

Have students draw a sketch as I read aloud. Their drawings should be a combination of details from the
text and images from their schema.

Potential misunderstanding: Students might add details that are illogical, like cell phones or PSPs or
skyscrapers, etc.

Practice this active reading strategy (and the others weve learned!) while reading today.

Students will complete a sketch to stretch as they read their literature circle books. Remind them of their
schedules and the deadlines that they have set for themselvesthis is not time to play, and they need to be
responsible for balancing their reading/drawing.

They will also work on completing their Lit Circle Book Journals.


Have students briefly share how the strategy helped them to comprehend their lit circle books.

75
New terms:

Review Activity:
Remind students that all great readers make mental movies in their minds.

Complete the first sketch-to-stretch page in your lit circle packet.
Do assigned lit circle reading.
Read 2 steps and obtain 2 signatures (in addition to lit circle reading).

Lit circle books are determined by student interest and reading level.

76
STUDENT VERSION
Lesson 10
Good readers can make movies in their minds as they read

The Adventure of the Bruce-Partington Plans

In the third week of November, in the year 1895, a dense yellow fog settled down upon London. From the Monday to the
Thursday I doubt whether it was ever possible from our windows in Baker Street to see the neighbor. The first day Holmes
had spent in cross-indexing his huge book of references. The second and third had been occupied upon a subject which he
had recently made his hobby--the music of the Middle Ages. But when, for the fourth time, after pushing back our chairs
from breakfast we saw the fog drifting past us, my comrade's active nature could take this drab life no longer. He paced
about our sitting-room in a fever of energy, biting his nails, tapping the furniture, and squirming...I was perfectly content to
read quietly.
"Nothing of interest in the paper, Watson?" he said.
Holmes meant anything of criminal interest. There was the news of a revolution, of a possible war, and of a change of
government. This would not interest Holmes. He groaned and resumed his restless pacing.
"The London criminal is certainly a dull fellow." He said in the sad voice of the sportsman whose game has failed him.
"There have," said I, "been many petty thefts." Holmes snorted.
adapted from "The Adventure of the Bruce-Partington Plans" by Sir Arthur Conan Doyle

1. Which of the following words best describes Holmes?
A. curious C. angry
B. illiterate D. lazy

2. How is Holmes different than his friend Watson?
A. He is more focused C. He is happier.
B. He is quieter. D. He is more restless

Yesterday, we began a new unit called Making Movies In Our Minds. Today well be talking about
what this means and how it can help us to become better readers.

All good readers ___________________ ___________________ ______ ___________________
___________________ as they read. The official term for making a movie in your mind is
___________________ .

This just means creating a vivid mental picture of what youre readingusing both the
___________________ ___________________ and your ___________________.

Creating these ___________________ ___________________ helps us to better understand what
were reading.

Creating a quick ___________________ (not a masterpiece!) can also sometimes deepen our

77
understanding of a text.

As Im reading, visualize the scene from Charlottes Web. Draw a sketch in the space below.


Book Title _________________________________ Pages Read ______________________

Student Version

78
Lesson 11
Good readers can summarize a short story or novel.

1. _____________________ 2. ___________________ 3. ______________________

4. ___________________ 5. __________________ 6. __________________
We have been learning how to determine the most important details from a story. Today we are going
to learn how to summarize a short story novel.

Summaries include only the most ________________________details from the story. You concentrate on
what is important and you leave out the ____________ details.

Just like we learned yesterday, when you summarize a story with a plot. You need to focus on the 4
elements of literature. ________________________, _________________ ___________________ , _____________________,
___________________ _________________, and __________________________

When we write summaries it is best to frame our sentences with the following structure:
Somebody wanted _______________________ but__________________so _________________ then_______________________

Somebody Wanted But So Then

Write your summary below:


79

Lets write a summary for Chapter 10 of the Jumping Tree.



Now you try writing a summary for chapter 11


80
Reading Log Sentence Stem starters Keep this sheet with you at all
times (in your HW folder). Use it to help you make EXCELLENT
comments on your reading log!

We do this to make guesses
about the future and what we
think will happen.
o I predict that
o I bet that
o I think that
o Since this happened (fill in the
detail), then I bet the next thing that
is going to happen is
o Reading this part makes me thing
that this (fill in the detail) is about
to happen
I wonder if
We do this when we are confused or
when we want to dig deeper.
o Why did
o Whats this part about
o How is this (fill in the detail) like this (fill in
the detail)
o What would happen if
o Why
o Who is
o What does this section (fill in the detail)
mean
o Do you think that

We do after we reread a part of
the text that confused us or
when we realize that what we
thought was true is no longer
true.
o Oh, I get it
o Now I understand
o This makes sense now
o No, I think it means
o I agree with you. This means
o At first I thought (fill in the detail),
but now I think
o This part is really saying

We do this to engage (keep
ourselves interested) in the text.
When we read we are like movie
critics except for books =)
o This is good because
o This is hard because
o This is confusing because
o I like this part where
o I dont like this part because
o My favorite part so far is
o I think that

We do this to connect ourselves with
the text it brings the text to life.
o This reminds me of
o This part is like
o This character (fill in the name) is like (fill
in the name) because
o This is similar to
o The differences are
o I also (name something in the text that has
also happened to you)
o I never (name something in the text that
has ever happened to you)
o This character makes me thing of
o This setting reminds me of

81

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