Teacher Guide to Text-Dependent Questions Phase 1: Phase 2: Phase 3: Read Aloud/ Vocabulary Re-Read Aloud/ Partner Read/ Questions/Activities/Tasks Questions/Activities/ Tasks Figure 19.110.13 2.9 Reading/ Reading/Comprehension Skills. Comprehension of Literary Dex: The Heart of a Hero 2.5 Reading/Vocabulary Development. Students use a flexible range of Text/Fiction. Students Students understand new vocabulary by Caralyn Buehner, illustrated by Mark Buehner metacognitive reading skills in both understand, make inferences and use it when reading and writing. assigned and independent reading to and draw conclusions the Students are expected to: understand an author’s message. structure and elements of (B) use context to determine the relevant Students will continue to apply earlier fiction and provide evidence meaning of unfamiliar words or standards with greater depth in from the text to support their words. increasingly more complex texts as understanding. Students are they become self-directed, critical expected to: readers. Students are expected to: (B) describe main characters in (E) retell important events in stories in works of fiction, including their logical order. traits, motivations, and feelings. Pull the students together or use a document camera so that all can enjoy the illustrations. Read aloud the entire book with minimal interruption. The goal here is for students to enjoy the book—the words, the rhythm, and the pictures, and to experience it as a whole. Don’t be concerned if students understand very little on this first reading. The idea is to give them some context and a sense of the characters and story before they dive into examining parts of the book more carefully. P. 152 P. 152 Reread p. 152 Dexter was a little dog. His legs were little, his tail was little, his body was Overlooked means that the other animals What evidence is provided to little. He looked like a plump sausage sitting on four little meatballs. are not noticing or paying attention to tell the reader about Dex’s Being the size that he was, Dex was often overlooked. The other dogs grew Dex. relationship with the other tired of waiting for Dex to catch up when they played chase, and after a while animals? they forgot to invite him at all. No one really seemed to notice him, except
Teacher Guide to Text-Dependent Questions Phase 1: Read Aloud/ Vocabulary Phase 2: Re-Read Aloud/ Questions/Activities/Tasks Phase 3: Partner Read/ Questions/Activities/ Tasks Dex: The Heart of a Hero by Caralyn Buehner, illustrated by Mark Buehner 2.5 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (B) use context to determine the relevant meaning of unfamiliar words or words. Figure 19.110.13 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. Students are expected to: (E) retell important events in stories in logical order. 2.9 Reading/ Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions the structure and elements of fiction and provide evidence from the text to support their understanding. Students are expected to: (B) describe main characters in works of fiction, including their traits, motivations, and feelings. Pull the students together or use a document camera so that all can enjoy the illustrations. Read aloud the entire book with minimal interruption. The goal here is for students to enjoy the book—the words, the rhythm, and the pictures, and to experience it as a whole. Don’t be concerned if students understand very little on this first reading. The idea is to give them some context and a sense of the characters and story before they dive into examining parts of the book more carefully. P. 152 Dexter was a little dog. His legs were little, his tail was little, his body was little. He looked like a plump sausage sitting on four little meatballs. Being the size that he was, Dex was often overlooked. The other dogs grew tired of waiting for Dex to catch up when they played chase, and after a while they forgot to invite him at all. No one really seemed to notice him, except P. 152 Overlooked means that the other animals are not noticing or paying attention to Dex. Reread p. 152 What evidence is provided to tell the reader about Dex’s relationship with the other animals?
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