Sarah Wise

9/17/15

Teaching Reading: Mini Lesson Format (Calkins, 2001)

Targeted Literacy Strategy or Skill: Visualizing Using Wordless Picture Books
Grade level: 1st
Objective: The student will be able to infer the meaning of unfamiliar words through the use of context
clues.
Common Core State Standard/ PASS Standard: RL 1.1

Ask and answer questions about key details in a text.

Prior knowledge: (What students already know)
Students should already know how to draw conclusions when reading, and verbally express their
predictions.
Observations/Rationale: (Before Lesson) What did you notice in your students work that let you
know this lesson was necessary? (This will be an approximation this semester.)
I noticed that students were really good at making predictions about text verbally or through writing.
However, we would like to combine these skills by having them express their predictions through writing
and drawing.
Materials Needed
Lesson from (Name your source including page number) Strategies That Work p. 133
Mentor Text: Good Dog Carl by Alexandra Day
Materials: Good Dog Carl by Alexandra Day, a piece of paper (top half an empty box and the bottom
half with lines for writing) markers
Student Groups (whole/small group/partners): individuals, then small groups, then entire class
Mini Lesson Format:
Connect (AKA~ Anticipatory Set, Engagement/Pre-reading):
Today we are going to work on inferring through the use of context clues, illustrations, and
background knowledge to figure out what happens between pages. Im going to share a book with
you called Good Dog Carl by Alexandra Day. For now I just want you guys to listen until I give
you further instruction *Read Book*

Teach (Model/Explain)
Okay class, I want you guys to pay attention to the words in the pictures as I read. We are going
to pause every so often to discuss what is happening in the book. Within the first few pages we
know that the mom has left her baby home alone with the dog. On this page we see that the baby is
now out of his crib, does anyone have any guesses as to how the baby got out of his crib? Listen
to the thoughts of the students. Here is what I think happened. I am drawing a picture to show
the students how I think the baby got out of the crib. Then I am writing a sentence to explain my
picture. I infer that the baby got out of the crib in this way, due to the pictures, and through my
background knowledge. Now, lets continue reading

Active Engagement (AKA~ Check for Understanding: students try it out, teacher observes):
I want you guys to look at these two pages. Based on the text, illustrations, and your individual
background knowledge, I want you to draw a picture as to what you think happened between these
two pages, essentially how did the baby end up in the laundry basket downstairs and how what did
the dog do? After you draw your picture I want you to write a sentence explaining your picture.
Give everyone about five minutes to complete their drawing. I want everyone to show with their
fingers how many more minutes they need. If more time is needed, give a couple extra minutes.
I want you guys to share your creations with your table, and talk about the different ideas you
came up with. Once they have finished sharing with their table ask, Would anyone like to share
with the entire class what they came up with? When students volunteer to share their drawing and
sentence, ask them why they thought that happened.
Link (AKA~ Closing the Lesson [with accountability for the skill/process])
Students, today we learned how express inferences we have made through writing and drawing.
When you guys read on your own I want you to think about what is happening in the book, and
make inferences as to what you think happened when the author doesnt give you every single
detail.