Beth Seegebarth

Station Teaching Block Schedule

High School Reading Intervention Group
Anticipatory Set (5 minutes): Students will share their thinking about the previous days book. We will
cover thinking within the text, thinking beyond the text, and thinking about the text. Check for
Understanding
Objective & Purpose: Comprehension: Infer a writers purpose. Notice how a writer shows decision
making in a narrative nonfiction text. Infer the reasons for a characters decisions and actions. Think
analytically about the ending of a story. Word Study/Vocabulary: Use word history and cognates to
expand understanding of a word. Practice reading and writing commonly misspelled words.
All students together: Introducing the text. Today, you are going to read a realistic fiction book titled
Visiting Latonya by Patrick Jones. On the front cover of the book, you see the main character, Langston,
and his little niece, Kesha. Kesha is six years old, and she lives with Langston and his mother.
Another important character in the story is Rex, the dog. He follows Langston home one day, and
Langston keeps him. Langston works part-time to pay for the dogs food. What does that tell you about
Langston as a character? Check for Understanding.
Students will read the back cover of the book at discuss. Check for Understanding.
What questions does the title immediately raise in your mind as a reader? Check for Understanding.
You might be wondering who Latonya is. You will learn that Kesha wants to visit Latonya, and Langstons
mother does not approve. Even so, Langston decides to take Kesha on the excursion. Find the word
excursion on page 10 in the second paragraph and tell me what you think it means. Check for
Understanding. An excursion is a trip or journey somewhere.
Langston doesnt want to go on the excursion at first, and he really doesnt want to buy flowers for
Latonya. He doesnt have much money. But you will find out what Langston does and how he feels
about it.
Another important character in the story is Rex, the dog. He follows Langston home one day, and
Langston keeps him. Langston works part-time to pay for the dogs food. What does that tell you about
Langston as a character? Check for Understanding.
Students will read the back cover of the book at discuss. Check for Understanding.
What questions does the title immediately raise in your mind as a reader? Check for Understanding.
You might be wondering who Latonya is. You will learn that Kesha wants to visit Latonya, and Langstons
mother does not approve. Even so, Langston decides to take Kesha on the excursion. Find the word
excursion on page 10 in the second paragraph and tell me what you think it means. Check for
Understanding. An excursion is a trip or journey somewhere.
Langston doesnt want to go on the excursion at first, and he really doesnt want to buy flowers for
Latonya. He doesnt have much money. But you will find out what Langston does and how he feels
about it.

As you read, think about the decisions Langston has to make and why he makes them.
The book should take 15-20 minutes to read.
After the reading is complete, the two stations will be organized. All students are designated by a
color (blue or yellow). They know which table to start by the color on the table. Once they are
finished, they may quietly move to their table. They rotate each day to ensure they dont always start
with the same station.
Blue Group with teacher: Think together about word meaning. I will write Destination on the board. The
students will locate the word on page 24 of the book they read from the previous day and re-read the
paragraph silently. Students will write the word destination in their notebooks. We will talk about using
your resources to make sure everyone spells the word correctly. It is in the glossary of their book and in
the paragraph they just read. We will discuss what the word Destination means in this book. In their
notebooks, students will write the base word destine next to Destination in their notebooks. We will
discuss when the suffix ation is added to the base word, the final e is dropped. Check for
Understanding. Destine means meant to be or established for a particular purpose. Usually we say
something is destined to be. That means it is meant to be. What relationship do the students see
between that meaning and the meaning of destination in this book? Check for Understanding. On the
marker board, I will write: absolutely, campaign, courtesy, parliament, artificial, civilization, ignorance,
and similar. Check for Understanding (Do the students know the meaning of ALL words? If not, we will
go over them together to assure everyone understands the word meaning. Example sentences from me
or other students may be used.). These are words that are often misspelled. Students will look at the
words and think about the parts that are tricky. We will discuss their thinking about what is tricky. As we
discuss, I will underline the parts the students indicate. From my guidance, we will discuss the: so in
absolutely, cial in artificial, aign in campaign, tion in civilization, te in courtesy, ance in ignorance, ia in
parliament, and ar in similar. Check for Understanding. Students will be given a Word List folded in half.
Working in pairs, one student will dictate the words in the first column and their partner will write the
word in their notebook. The students will switch roles and use the second column of words. Check for
Understanding.
Yellow Group is Independent: Students will write about their reading for the day. As they read, they
were prompted to think about the decisions Langston has to make and why he makes them. They will
pick three decisions Langston had to make. Each paragraph will be at least 5 sentences in length and
should cover the decision, why they think he made that decision, and if they agree or disagree with his
decision. All this will be in their writers notebook. When they are done, the notebook will be looked at
over the night and commented on for them to review the next day at the yellow table.
White Group is Fluency with a teacher: Students will work on phrasing with a phrased reading they will
have to add slash marks to for appropriate pausing and emphasis. A group discussion will be had to see
what the students thought about the emphasis and can practice their paragraphs. This will help them
with their reading when they phrase sentences and giving characters a voice!