usually is second and the resolution is last. By knowing the order of the events in the story this helps us determine the CPR. You just have to remember that in Fables and Folktales part of the resolution is what lesson the character learned. Have the students watch as you demonstrate, think aloud, and fill in the graphic organizer using a familiar story. Pull out the character, Problem, and resolution. Active Engagement: Have students practice this strategy with another story you all have ask partners to turn & talk read. Hold up a familiar book or passage and have the students turn listen, observe, & coach and talk about the character, problem, and resolution. Listen in and share example of what you heard or compliment students who are able use the strategy. Assist other observed students by using questions or prompts. Readers, and every day we can use the strategy of CPR or the Link: restate teaching character, the problem and the resolution to help us retell a summary of tell how learning can be used in the story. While you are reading and working independently, identify future the character, problem and the resolution from your story. Jot your ideas in your reader’s notebook. Remember, in traditional literature the lesson has to be included within the resolution. Independent Reading: Have students read a traditional literature book during independent students practice strategy in reading. Students should take notes as shown below to determine CPR genre specific text within teacher pulls groups or confers Fiction plot structure (see reading response journal option Have with students and notes progress student use complete sentences as it will help them when constructing a summary statement. Reader’s Notebook Option: C (1) - P (2) - R (3) - Lesson learned- Sticky Note Option: Prompts: How’s it going? What are you noticing as a reader today? What have you noticed about the order of events as it relates to CPR? How does keeping track of the story sequence help you summarize the story? Who is the main character? What did he want? How did he get it? Share: Have the students share their CPR statements with their table mates or a chance for students to discuss call on students individually to share. their learning teacher highlights exemplar work
usually is second and the resolution is last. By knowing the order of the events in the story this helps us determine the CPR. You just have to remember that in Fables and Folktales part of the resolution is what lesson the character learned. Have the students watch as you demonstrate, think aloud, and fill in the graphic organizer using a familiar story. Pull out the character, Problem, and resolution. Active Engagement: ask partners to turn & talk listen, observe, & coach share example of what you heard or observed Have students practice this strategy with another story you all have read. Hold up a familiar book or passage and have the students turn and talk about the character, problem, and resolution. Listen in and compliment students who are able use the strategy. Assist other students by using questions or prompts. Link: restate teaching tell how learning can be used in future Readers, and every day we can use the strategy of CPR or the character, the problem and the resolution to help us retell a summary of the story. While you are reading and working independently, identify the character, problem and the resolution from your story. Jot your ideas in your reader’s notebook. Remember, in traditional literature the lesson has to be included within the resolution. Independent Reading: students practice strategy in genre specific text teacher pulls groups or confers with students and notes progress Have students read a traditional literature book during independent reading. Students should take notes as shown below to determine CPR within Fiction plot structure (see reading response journal option Have student use complete sentences as it will help them when constructing a summary statement. Reader’s Notebook Option: C (1) - P (2) - R (3) - Lesson learned- Sticky Note Option: Prompts: How’s it going? What are you noticing as a reader today? What have you noticed about the order of events as it relates to CPR? How does keeping track of the story sequence help you summarize the story? Who is the main character? What did he want? How did he get it? Share: a chance for students to discuss their learning teacher highlights exemplar work Have the students share their CPR statements with their table mates or call on students individually to share.