p.4 Teacher will read p. 4 and ask students to respond to the following: 4. the shift in the weather.” (Have students turn and 4. Teacher will have students share. No charted responses. “Describe talk to a partner about their thoughts on the weather at this Some possible student responses may include, still, “hot, point in the text.) getting darker, clouds moving in.” 5. do you know?” 5. Students will respond and teacher will model how to go back “How into the text to explicitly show how to support students’ p.5 answers to the question. Students may respond by saying, “the Teacher will read p. 5 with anticipation. sky turns from yellow to gray” turns gray and dark”. “everything 6. fields…what does that mean?” Share with a partner 6. No charted responses, teacher just reiterates that the fields “Parched what you think this means.(The word parched was pre-taught are extremely dry. before the 2nd read) 7. to your partner and discuss, is the boy noticing 7. Students may respond by saying, clouds form”, is “Turn “What “dark “it about the weather now?” (show illustration) turning black” etc. “windy”, “lightning” Teacher charts student responses and models how to go back into the text to support their answers.
p.4 Teacher will read p. 4 and ask students to respond to the following: 4. “Describe the shift in the weather.” (Have students turn and talk to a partner about their thoughts on the weather at this point in the text.) 5. “How do you know?” p.5 Teacher will read p. 5 with anticipation. 6. “Parched fields…what does that mean?” Share with a partner what you think this means.(The word parched was pre-taught before the 2nd read) 7. “Turn to your partner and discuss, “What is the boy noticing about the weather now?” (show illustration) Teacher charts student responses and models how to go back into the text to support their answers. 4. Teacher will have students share. No charted responses. Some possible student responses may include, “hot, still, getting darker, clouds moving in.” 5. Students will respond and teacher will model how to go back into the text to explicitly show how to support students’ answers to the question. Students may respond by saying, “the sky turns from yellow to gray” “everything turns gray and dark”. 6. No charted responses, teacher just reiterates that the fields are extremely dry. 7. Students may respond by saying, “dark clouds form”, “it is turning black” “windy”, “lightning” etc.
the_storm_book_2_lit.docx