Display the e-book from Tumblebooks on the SmartBoard and ask students to consider the front cover and ‘blurb’ – make preliminary predictions about the novel. Make predictions and record in learning logs/journal Instruction: Briefly discuss and brainstorm the basic components of a novel – characters, setting, plot or sequence of action and events – discuss possible settings and time settings for both stories (similarities? Differences?) Develop a plan for reading with the students (suggestions: small groups or partners, establish expected pages/chapters to be read each session, establish a timeline – 3 or 4 sessions if students are reading chapters together reading or there can be expectations for reading outside of instructional times) Display/introduce the character organizers and discuss with students how they will complete them – how often, how many components need to be completed each time, etc. Explain students will need to use the response journal icons to record their impressions of the novel after each session in their learning logs/journals Explain students will be engaging in a read-along/listening experience over several days as they listen to the read-along audio book Addy’s Race on TumbleBookCloud Jr. Introduce the novel by selecting one group member or partner to read the first chapter aloud (or listen to it) and ask the students what they have learned about Addy - do they know this from direct or inferred information provided by the author? Begin to complete the MAIN CHARACTER organizer, collecting details, both inferred and explicit from the text. This is what is meant by close reading – watching for details as well as inferences. Explain students will be listening/reading carefully to: Identify character qualities, thoughts and feelings; identify the problem, events/action Complete the graphic organizers Respond to the story using the personal response icons on the organizer in their learning logs/journals Student Activities: Read/listen to text, take jot notes, discuss characters, events, thoughts, actions Complete character organizers focus discussion on details about the character in the beginning, middle, end – s and during the sequence of action and events – summarize the events using the personal response icons from the graphic organizer as guides in learning logs/journals Discussion: Text-dependent questions These questions can be used as: ‘discussion starters’ for student discussions in pairs or small groups questions to be answered in learning logs/journals
Display the e-book from Tumblebooks on the SmartBoard and ask students to consider the front cover and ‘blurb’ – make preliminary predictions about the novel. Make predictions and record in learning logs/journal Instruction: Briefly discuss and brainstorm the basic components of a novel – characters, setting, plot or sequence of action and events – discuss possible settings and time settings for both stories (similarities? Differences?) Develop a plan for reading with the students (suggestions: small groups or partners, establish expected pages/chapters to be read each session, establish a timeline – 3 or 4 sessions if students are reading chapters together reading or there can be expectations for reading outside of instructional times) Display/introduce the character organizers and discuss with students how they will complete them – how often, how many components need to be completed each time, etc. Explain students will need to use the response journal icons to record their impressions of the novel after each session in their learning logs/journals Explain students will be engaging in a read-along/listening experience over several days as they listen to the read-along audio book Addy’s Race on TumbleBookCloud Jr. Introduce the novel by selecting one group member or partner to read the first chapter aloud (or listen to it) and ask the students what they have learned about Addy - do they know this from direct or inferred information provided by the author? Begin to complete the MAIN CHARACTER organizer, collecting details, both inferred and explicit from the text. This is what is meant by close reading – watching for details as well as inferences. Explain students will be listening/reading carefully to: Identify character qualities, thoughts and feelings; identify the problem, events/action Complete the graphic organizers Respond to the story using the personal response icons on the organizer in their learning logs/journals Student Activities: Read/listen to text, take jot notes, discuss characters, events, thoughts, actions Complete character organizers focus discussion on details about the character in the beginning, middle, end – s and during the sequence of action and events – summarize the events using the personal response icons from the graphic organizer as guides in learning logs/journals Discussion: Text-dependent questions These questions can be used as: ‘discussion starters’ for student discussions in pairs or small groups questions to be answered in learning logs/journals
AddysRace.docx