Whole Group (approximately 20-30 minutes daily)

Objectives Students learn the importance of asking questions and how different questions require different amounts of
thinking
Standards of Learning3.5 The student will read and demonstrate comprehension of fictional text and poetry
f) ask and answer about questions about what is read
Monday
Teach- What kind of

Tuesday
Teach-On this chart paper

words indicate a question

is being asked? Record
their answers (examples:
who how, what if, predict,
why, imagine, compare
etc.) Why do you think its
important to ask questions
as you read? Questions
help us identify the
important information in
the text, summarize,
integrate information we
know, and stay engaged in
what we are reading. As
we read Mrs. Katz and Tush
think about questions you
have as we read. Ill pause
after every few pages so
you can write down
questions that you have. If
you write down a question
and it is answered later
thats ok too.
Practice- Read Mrs. Katz

are the questions that you

asked yesterday. Today we
are going to reread Mrs.
Katz and Tush and look for
the answers to these
questions. When you think
we have found an answer
to one raise your hand and
we can mark that question
has an answer in the text.
Reread the text and pause
after every few pages and
on pages that have already
been identified to have the
answers if the children do
not identify that there is an
answer reread the page
reminding them to listen
closely. It looks like the
questions that we could
answer from the book all
have similar question
words in them like who,
what, when, where, or
how. We are going to call

Wednesday

Thursday

Friday

Teach: Remember when

we read Mrs. Katz and Tush
and there were still some
questions that we didnt
quite have the answers to
after reading it a second
time? Those questions are
yellow and red questions.
On the board are phrases
that would indicate a
yellow question or red
question
Have chart attached
written on the board
Based on these phrases
what do you think makes a
question a yellow
question? (The answer is
found in multiple places in
the text, you must slow
down and look). How
about red question? (The
question is not answered
directly in the text. You
have to stop and think
about the passage and

Review: Why we ask

questions and what green,
yellow, and red questions
are by asking students.
Teach: We have used some
picture books and a short
story to help us look at
questioning but when I
read the type of literature
that I find gives me the
most questions is poetry.
Thats because sometimes
when a poet writes they
dont write out exactly
what they mean and we
have to think hard about
what they are trying to tell
us.
Practice/Share: Read and
discuss Langston Hughess
Dreams write down
students questions and
allow them to try and
figure out answers. Point
out how there are less
green and yellow questions

Teach: We have done a lot

of practice with asking
different types of questions
this week. Now we are
going to put it all together.
As we read todays story I
will pause after each page
so that you can write down
the questions that you
have on a post it note.
Only write one question
per post it note. If you
hear the answer to a
question you wrote down
already then write the
answer on the post it note
too.
Practice: Read June 29,
1999 by David Wiesner and
give students time to write
down the questions they
have.
Share: Now look at all the
post it notes you have
written. Think about what
kind of questions you had.

and Tush by Patricia

Polacco and allow children
to write down questions in
their reading notebook as
you go through the story.
Share-What are some of
the questions that you
came up with as you heard
the story? Record their
questions on a separate
piece of chart paper What
is similar about the
questions that you asked as
you read? Most of them
are questions that you
could find the answer for in
the text Tomorrow we are
going to look at the
questions that you asked
and see if they are
answered in text or not.

these questions green

questions because you can
go directly to the text to
find the answers. Now you
are going to buddy read a
passage and as you do
discuss the questions you
have with your partner.
Try to think of some
questions that arent green
questions
Practice- Read A Day on
the Slopes by Jaclyn Einis
(from Read Works)
Share-What are some of
the questions you and your
partner asked as you read?
Did you ask more questions
that were green or more
questions that were not
green? Why do you think
that is? Tomorrow we will
talk about two more types
of questions that we can
ask as we read, yellow
questions and red
questions. Before we
come back together
tomorrow I would like you
to think about what a
yellow or red question
could be.

what you know to help you

answer the question). As
we read Going Home by
Eve Bunting think about
questions that are yellow
and red.
Practice: Read Going Home
Share: Turn to a partner
and talk about some of the
red questions you have and
see if you can think of
answers to them. Give
students time to do this
before having them share
with the class. What are
some of the questions that
you thought of as you
read? What did you notice
about these red and yellow
questions? They are the
most interesting/intriguing.
The red and yellow make
you think harder about
then dont they.

being asked and more red

questions. At the end not
all questions will be
answered and that is ok
because sometimes not all
questions can be answered
by reading the text and
discussing but need other
sources too. Provide some
books about Langston
Hughes that can be used to
gain background
knowledge and maybe
answer some of the
questions they have (e.g.
Langston Hughes: Great
American Poet by Fredrick
McKissack and Patricia
McKissack and Langstons
Train Ride by Robert
Burleigh). Find time later
in the day to come back
and discuss what students
may have learned and see
if anyone has any new
ideas for answers.

On the board are four

sections one title green,
one titled yellow, and one
titled red. I want you to
take your post its and put
them in the section that
they best go in. If youre
not sure where a question
goes you can put it in the
4th section that has a ?.
once students have put up
their questions discuss
some of the questions in
each section, especially
those in the ? to help
students identify what
category they fall into.
Point out how some
questions are repeated by
different people. Ask
students who had
answered green or yellow
questions how they found
the answers and open up
for discussion some red
questions. This week we
have focused on
questioning using fiction
texts. Next week we will
use what weve learned
and apply it to non-fiction
texts.

Guided Reading (approximately 15-25 minutes daily for each group)

ObjectivesStudents will use comprehension strategies including making inferences, schema, and visualization to gain a
deeper understanding of texts read.
Standards of Learning 3.5 The student will read and demonstrate comprehension of fictional text and poetry.
f) Ask and answer questions about what is read.
g) Draw conclusions about text.
Monday
Re-Read for Fluency

Tuesday
Review

Wednesday
Re-Read for Fluency

Thursday
Re-Read for Fluency

Friday
Re-Read for Fluency

Books from last week

Use B-M-E focusing on the

B-M.

The Art Lesson and other

previously read books

The Art Lesson and other

previously read books

The Art Lesson and other

previously read books

Purpose

Introduce

Introduce

Review

Think about the problems

that Tomie is having as you
read. How does he solve
his problems?

We are going to use a

poem to practice
visualizing like we talked
about previously in large
group.

Introduce
What is your favorite thing
to do? This book is about a
boy whose favorite thing to
do is draw. But he comes
across some problems
when it comes to drawing.

New Vocabulary

Smock: a loose
lightweight over
garment worn to
protect clothing
Carpenter: a person
who builds or
repairs wooden
structure

Purpose
Pay attention to how
Tomie is feeling during the
story

Think about something that

makes you different, have
you ever been made fun of
because of it? Introduce
new vocabulary. What do
Read
you think could make
Purpose
The Art Lesson p. 16-30
As you read the poem think people think that Oliver
Teaching Points
Button is a sissy?
about the words, read it a
What were some of the
problems that Tomie faced couple times if you need to New Vocabulary
and paint a picture in your
Sissy: a timid or
in the story? How did he
head as you read. When
solve those problems?
cowardly person
What would you have done youre ready, pick a part of Purpose
the poem that you want to
if something like this
As you read think about
visualize on paper.
happened to you?
what makes people call
Read and Respond
Discussion Prompt
him a sissy.
Partner Up; pretend youre Riding on the Train
Read
Discussion Prompt
retelling the story to
Oliver Button is a Sissy p. 1someone who hasnt heard Did we all see the same
24 (cover page 25 in their
the story before. Use
things in our heads? Why
books so that they can

What happened in the

story yesterday?
What do you think will
happen today?

Purpose
Think about if Olivers
feelings change in this part
of the story compared to
what we read yesterday

Read
Oliver Button is a Sissy
p.25-45
~p. 35 Do you think Oliver
will win?
~p .41 Why doesnt Oliver
want to go to school? What
will happen when he gets
there?

Teaching Points

Read
The Art Lesson p. 1-15

either S-W-B-S or B-M-E

strategy

Teaching Points
Describe the characters
feelings. How do you think
Tomie is feeling at this
point in the book? What
makes you think that?

not?
Are everyones drawings
right even though they are
different? Yes

Discussion Prompt:
What problem is Tomie
facing? Do you think that
will change when he goes
to first grade? Will there be
a new problem?

make predictions)
p. 15 How will
people at school act
when they find out
that Oliver has
started to take
dance classes?

Describe the characters

feelings. How do you think
Oliver feels at the end of
the story? Is that different
from how he feels earlier in
the story? What makes you
think that?

Teaching Points

Discussion Prompt

Retell the story using SWBS

focusing on the first S, W,
and B. Predict what the
second S will be.
Describe the characters
feelings

Do you think Olivers life at

school will be different
now? How and why?

Discussion Prompt
Do you think Oliver will
participate in the talent
show? Why do you think
that?

Homework- Read a
story and retell it to
someone at home

Homework-retell
todays story to
someone.

Homework- Read a
story and retell it to
someone at home

Homework- Read a
story and retell it to
someone at home

Homework- retell
todays story to
someone.

Independent Reading
Objectives Students will identify a purpose for reading before beginning and use known comprehension strategies as they
read
Standards of Learning3.5 The student will read and demonstrate comprehension of fictional
text and poetry
a) Set a purpose for reading

k) Use reading strategies to monitor comprehension throughout the reading process

Monday

Tuesday

Wednesday

Thursday

Friday

Students will read books

independently while
teacher confers with
students individually
throughout the week.

Writing (This will be whole class writing instruction with a mini-lesson, independent writing, and sharing for approximately 3040 minutes each day).
Objectives The student will practice various methods of organizing their thoughts before writing.
Standards of Learning 3.9 The student will write for a variety of purposes
b) Use a variety of prewriting strategies.
e) Use strategies for organization for information and elaboration according to the type of writing
f) Include details that elaborate the main idea

Monday
Mini Lesson: Exercising

Tuesday
Mini Lesson: Focusing

Wednesday
Mini Lesson: Time

Thursday
Friday
Mini Lesson: Describing Mini Lesson: Crafting a

the Imagination (from

Craft Lessons) p.57

on a Slice of the Pie

(from Craft Lessons)

Focus (from Craft

Lessons)p. 69

the Setting

Every story has to happen

Have you ever asked
p.68
Yesterday we talked about somewhere. This is true of
both fiction and non-fiction
yourself what if
If I asked you to write on
how to focus your story
writing. What are some
questions? Give examples
any topic you wanted what from a large topic to a
settings that could be used
of what if questions. This
would you write about?
specific event. Today we
story is based on the
Write their answers on
are going to look at how to when writing a story?
Writers often include a
question of a girl who is
white board and select one focus our stories into a
description of a storys
asking what if I told my
to expand on such as family specific period of time.
setting so that the reader
parents I wouldnt move?
Lets think of our topic as a Lets look at this book
has a better idea of where
read What you Know
pizza draw circle there are
called Working Cotton we
they are. Lets look at
First by Patricia
a lot of ideas that could go are going to read the first
where these stories take
MacLachlan. The author
into this topic draw lines to page and then the last
place and some of the
took her time when writing make slices in the circle.
page. Think about what
this simple story. She
Who are some members of these words indicate about descriptions the writer uses
to tell about the setting.
thought about all the
a family? Write these
how long of a period this
(Chart attached)
details that could happen
people into slices. Now we book goes through. What
During your writing time
in this what if situation.
can pick one slice to focus
time period do you think
today I want you to think
During your writing time
on. Im going to pick
this book takes place.
about where your story is
today I want you to think
brother. But even only
Draw a time line that says
about some what if
talking about my brother
arriving at the field on one going to take place.
questions and once you
would still be a really big
end and leaving to go home Brainstorm ways to
find one you think you
topic. So Im going to think at the other. Now lets look describe this setting in
want to focus on then
of a special memory I have at Pond Year the author of detail so that your reader
can create a good mental
create a cluster with that
of my brother, I know
this book uses a different
what if question in the
when we were younger we time focus. Read the first 3 image.
center and some potential went on a trip to a big city
pages What do you think it Independent Writing
answers to questions. As
and got to go to the zoo for is? She uses the months of Students will write
you write down answers
the first time. It was so
the year to help focus her
independently
see if more questions come much fun to see all of these story. As you spend some
Sharing
to mind write those down
animals that we had only
time writing today think
Have 1-3 students share
too.
ever read about. Now I
about how time will work
the settings of their stories
have
narrowed
my
large
in
your
story.
This
might
Independent Writing
talk about what details
topic
of
family
to
the
help
you
make
some
Students will write
they include and have

Lead (from Craft

Lessons) p. 77
Lets look at two different
ways that you could start a
story. In her book Uncle
Jeds Barbershop Margeree
King Mitchell starts her
story this way Jedediah
Johnson was my
granddaddys brother.
Everybody has their
favorite relative. Well,
Uncle Jedediah was mine.
Does this line leave you
with any questions about
the story? Well what if
instead the author started
her book by saying Uncle
Jed was my favorite
relative because even after
losing his money time after
time he continued to save
his money till he had
enough to open up his own
barber shop. Do you have
as many questions about
the story now? The second
version of an opening gives
away too much
information about what is
going to happen. It doesnt
allow the reader to
experience the story as it
unfolds. Doesnt having

independently

Sharing
Have 1-3 students share
the clusters they made and
have other students ask
questions to help expand
their thinking.

smaller topic of my brother

to the even smaller topic of
the time that we went to
the zoo for the first time.
Now go back and look at
your work from yesterday
and see if you can break
down your topic so that it
isnt too big and focus only
on a slice.

Independent Writing
Students will write
independently

Sharing
Have 1-3 students share
how they narrowed their
topic to what they have. If
students topics are still too
broad have children give
suggestions on how they
can narrow their topic even
more.

decisions on what you

should include and what
maybe isnt necessary.

Independent Writing
Students will write
independently.

Sharing
Have 1-3 students share
their time focus and what
decisions choosing a time
focus helped them make in
planning and writing their
story. If children are
struggling have the class
suggest different ways that
the ideas could use time to
focus the story.

children in the class

contribute details that they
have left out that could be
important to the story.

questions about a story

make you want to read it
more? Sometimes we write
leads that summarize our
stories on accident.
As you write today look at
your opening sentences
and see if you have written
a sentence that
summarizes everything
youre planning on writing
about. Think about what
kind of lead would work
best for the story youre
writing. Maybe one that
suggests what is to come
will work better for you

Independent writing
Students will write
independently

Sharing
Have 1-3 students share
the leads that they have
crafted. Talk about if this is
a lead that summarizes or
one that suggests what the
story will be about. Ask
children to tell the writer
what questions come to
mind when they hear the
lead so that the author can
consider these as they
continue to write their
story.

Word Study
Objectives for the week- Students will learn to use and recognize diphthongs
SOLs for the week- 3.3 The student will apply word-analysis skills when reading.
a) Use knowledge of regular and irregular vowel patterns

Monday
Small Group: Give each

Tuesday
Wednesday
Small Group: Complete a Small Group: Discuss the

Thursday
Partner Work: Have

Friday
Assessment: Administer

child their words and have

them complete a blind sort
independently. (5 min)
After they complete that
have them discuss as a
group how they sorted
their words. Use a white
board to write down all the
different ways they come
up with and then show
them how they are
supposed to be sorted.
Explain what diphthongs
are and ask if they know
any words that are
diphthongs that arent in
their sort. (10 min)
Partner Work: Pair
children up and have them
resort the words using the
headers Place a copy of the
words sorted correctly in
the determined way
somewhere in the room
where the children can
have access to it and check

group speed sort with

children. (5min) Talk about
how to identify diphthongs
in their readings (3min).
Individual Work: Have
students complete a word
hunt using The Boy of the
Three-Year Nap and write
down the words they find
in their word study
notebook. (15min)
Homework: Draw and
write a sentence for 2
words from each category
of the word study list.
(Total of eight pictures and
sentences) (15min)

students complete a blind

sort with a partner (10min)
Complete a speed sort with
another partner (10min)
Homework: Complete a
blind writing sort (10min)

a spelling assessment
similar to a blind writing
sort give a point for the
correct spelling of the word
and the correct placement
of the word. (10min)
Games: Introduce The
Spelling Game and allow
children to play this as well
as other games that were
previously introduced to
review words from
previous weeks. (20min)
Materials: Game board,
brad, playing pieces
Procedures:
1. Students each spin.
Whoever has the
highest number will
start and play
proceeds
counterclockwise.
2. The second player
draws from the
face-down stack of
word cards. The

words that the students

found while completing
their word hunt. If children
come up with incorrect
words explain why they are
not considered diphthongs.
(8 min)
Partner Work: Have
students complete partner
speed sorts (10min)
Homework: Complete a
writing sort in Word Study
notebook (10min).

their own sorts. When

finished put away word
sorts in a bag with their
word study notebook.
(10min)
Homework: Sort words
with an adult (10min)

player says the

word to the first
player, who must
spell the word
aloud. If players
spell correctly they
can spin to move
around the path.
Players who
misspell the word
cannot move.
3. The winner is the
first one to get to
the end of the path
by landing on the
space.

toy
boy
joy
coin
foil
boil
spoil
noise

point
town
clown
brown
gown
frown
howl
sound

mouth
scout
round
couch
ou
oy
oi
ow

Whole group instruction Wednesday

Yellow Questions

Red Questions

What factors caused

What would have happened if

What were the differences

I wonder why

Compare

How could

What was similar about

Why do you think

Writers Workshop Mini lesson Thursday

Book

Setting

Description

Marshfield Dream

The Swamp

I loved the dank smell of that swamp

and all the things that lived there:
mossy logs and google-eyed frogs,
blood-suckers and eels and foulsmelling skunk cabbage. Half the
swamp was under water and the other
half contained thick, dense mud. It
was impossible to walk through that
mud without getting stuck.

Working Cotton

In the farm fields

The field fire send up a gray trail to

the hazy sky.
The rows of cotton stretch far as I can
see.

References for Books Used

Bunting, E., & Diaz, D. (1996). Going home. New York: HarperCollins.
DePaola, T. (1979). Oliver Button is a sissy. New York: Harcourt Brace Jovanovich.
DePaola, T. (1989). The art lesson. New York: Putnam.
Einis, J. (n.d.). A Day on the Slopes. Retrieved December 10, 2014, from http://www.readworks.org/passages/day-slopes
Fletcher, R. (2005). Marshfield dreams: When I was a kid. New York: Henry Holt &.
Greenfield, E. (1978). Riding on the train. In Honey, I love, and other love poems. New York: Crowell.
Hughes, L. (n.d.). Dreams - Langston Hughes. Retrieved December 10, 2014, from http://www.poemhunter.com/best-poems/langstonhughes/dreams-2/
Lasky, K., & Bostock, M. (1995). Pond year. Cambridge, Mass.: Candlewick Press.
MacLachlan, P., & Moser, B. (1995). What you know first. New York: HarperCollins.
Mitchell, M., & Ransome, J. (1993). Uncle Jed's barbershop. New York: Simon & Schuster Books for Young Readers.
Polacco, P. (1992). Mrs. Katz and Tush. New York: Bantam Books.
Wiesner, D. (1992). June 29, 1999. New York: Clarion Books.
Williams, S., & Byard, C. (1992). Working cotton. San Diego: Harcourt Brace Jovanovich.