Small-group Teacher's Manual - Collaborative Classroom

© Center for the Collaborative Classroom Start a trial at ccclearninghub.org.Being a Reader™ Small-group Reading Lesson, Set 7 Explore the new digital resources!

7SET

CCC Collaborative Literacy

Small-group Teacher’s Manual

S A M P L E L E S S O N

Being a Reader™ Sample Lesson, Set 7 © Center for the Collaborative Classroom collaborativeclassroom.org

92 Being a Reader™ Small-group Teacher’s Manual, Set 792 Being a Reader™ Small-group Teacher’s Manual, Set 7

Online ResourcesVisit the CCC Learning Hub (ccclearninghub.org) to find your online resources for this week.

Assessment Forms • “Individual Reading Observation” sheet (IR1) • “Group Progress Assessment” sheet (GA8)

Iris and Walter and Cousin Howieby Elissa Haden Guest, illustrated by Christine DavenierIn this fiction text, Iris feels left out when her best friend’s cousin comes to visit.

Assessment Resource Book • Set 7 assessments

R E S O U R C E S

Comprehension Making Text-to-self Connections


93 Comprehension 93

Ov E Rv I E WAcademic Focus • Students make and discuss text-to-self connections.

• Students read and discuss a fiction text.

• Students spell words from the text (for grade 1 students only).

Social Development Focus • Students share their thinking.

DO AHEAD ✓ Prior to Day 1, write the following discussion prompt on a sheet of chart paper: In this chapter, . This reminds me of . (See Step 3.)

✓ Prior to Day 2, check in with individual students to make sure they have done the reading. If necessary, provide them with additional structured reading time.

✓ Prior to Day 3, visit the CCC Learning Hub (ccclearninghub.org) to access and print the “Group Progress Assessment” sheet (GA8); see page 211 of the Assessment Resource Book.

✓ For grade 1 Guided Spelling, prior to Day 1, add the high-frequency word cards for why and who to the word wall if they are not already displayed.


94 Being a Reader™ Small-group Teacher’s Manual, Set 7

In this lesson, the students: •Make and discuss text-to-self connections •Read and discuss chapters of a book •Share their thinking

1 Gather and Introduce Iris and Walter and Cousin HowieShow the cover of Iris and Walter and Cousin Howie and read the title and the names of the author and illustrator aloud. Point out Iris (right), Walter (middle), and Cousin Howie (left) on the front cover.

Distribute Iris and Walter and Cousin Howie. Have the students look at the illustration on the front cover. Ask:

Q What do you notice about this picture?

2 Read and Discuss Chapter 1, “Walter’s Great News”Have the students open to the “Contents” page and explain that this page tells which page each chapter starts on. Point out that chapter 1 is called “Walter’s Great News.” Ask:

Q When have you gotten great news? Turn to your partner.

Have a few students share their thinking.

Distribute one self-stick note to each student. Have the students open their books to page 13 and mark the page so they know where to stop reading. Then ask them to use the table of contents to turn to the first page of chapter 1, “Walter’s Great News,” and read the chapter quietly to themselves.

INDIvIDUAL READING OBSERvATION NOTE

Listen to a few students as they read, taking notes on the “Individual Reading Observation” sheet (IR1) and offering support as needed; see page 144 of the Assessment Resource Book.

Materials •Teacher and student copies of Iris and Walter and Cousin Howie (pages 7–21) •Two self-stick notes for each student •Group set of the “Individual Reading Observation” sheet (IR1), prepared ahead •Charted discussion prompt, prepared ahead

E ELL NoteExplain that a magician is a person who performs magic tricks.

Iris and Walter and Cousin HowieMaking Text-to-self Connections

Day 1


Comprehension O Iris and Walter and Cousin Howie O Day 1 95

When all the students have read the chapter at least once, ask:

Q What happens in this chapter?

Discussion SupportIf the students have difficulty remembering what they read, ask additional questions such as:

Q What do you know about Iris and Walter?

Q How do Iris and Walter feel about Cousin Howie coming to visit?

Q What do Iris and Walter want to do when Howie comes?

3 Introduce and Model Making Text-to-self ConnectionsExplain that readers often think about how what they read reminds them of things that have happened to them, things they have done, and people they know. Direct the students’ attention to the charted discussion prompt “In this chapter, . This reminds me of .” and read it aloud.

Ask the students to listen as you use the prompt to share a connection to the chapter.

You might say:

“ In this chapter, Walter and Iris are excited for Cousin Howie’s visit. This reminds me of how excited I am when my grandma comes to visit. She always makes me my favorite foods and tells me how much she loves me.”

Tell the students that making connections with a text—thinking about how the book reminds them of their own lives—is called making text-to-self connections.

4 Make Text-to-self Connections in PairsExplain that the students can make text-to-self connections to Iris and Walter and Cousin Howie by thinking about how the book reminds them of things that have happened to them, things they have done, and people they know. Tell the students that in this chapter, Iris and Walter are excited for a visitor. Ask:

Q When have you been excited for a visitor? What happened? Turn to your partner.


Teacher NoteSave the charted discussion prompt to use on Day 2.



5 Introduce Chapter 2, “Cousin Howie” for Independent ReadingTell the students that they will read chapter 2, “Cousin Howie,” during independent reading, before they read other books in their toolboxes. Encourage them to notice any text-to-self connections they make as they read.

Explain that when the group meets again, the students will discuss the chapter and their connections. Tell the students that it is important for the group discussion that they complete the assigned reading and do not read ahead.

Have the students use the table of contents to find the first page of chapter 2, “Cousin Howie,” and mark the page so they know where to start reading. Then distribute the other self-stick note and have the students mark page 21 so they know where to stop reading.

Tell the students when their next lesson will be and remind them to complete their independent reading prior to that lesson. Have them put Iris and Walter and Cousin Howie into their toolboxes.

GUIDED SPELLINGsunshine “Iris likes to play in the sunshine with Baby Rose.”

weekend “ Walter was excited for his cousin, Howie, to stay for the weekend.”

why “Iris wondered why Cousin Howie was visiting.”

Guide the students through spelling each of the decodable words, paying particular attention to sounds that can be spelled in more than one way. Then have them write the high-frequency word. Refer to “Guided Spelling for Grade 1 Students” in the Introduction for the detailed procedure.

Spelling Supportsunshine: Tell the students that sunshine is a compound word, a word made from two shorter words. Support the students in breaking the word into its smaller words and then writing each smaller word one at a time. Remind the students not to leave a space between the smaller words. For shine, point to the kite picture on the “Spelling-Sound Chart,” and remind them that there are different ways to spell the sound /ī/. Tell the students that in shine the sound /ī/ is spelled i_e.

weekend: Repeat the procedure to support the students in writing compound words. For week, point to the tree picture on the “Spelling-Sound Chart,” and remind them that there are different ways to spell the sound /ē/. Tell the students that in week the sound /ē/ is spelled e-e.

Teacher NoteYou may want to have the students turn to pages 14–15. Point out the hammock in the illustration and explain that a hammock is a net strung between two trees.

E ELL NoteSustaining comprehension through a longer text may be challenging for the students. Consider checking in with them as they read the assigned chapters independently.



In this lesson, the students: •Make and discuss text-to-self connections •Read and discuss chapters of a book •Share their thinking

1 Gather and Discuss Chapter 2, “Cousin Howie”Remind the students that they read chapter 2, “Cousin Howie,” independently and thought about how it reminded them of their own lives as they read to prepare for today’s discussion. Ask:



Q What happens when Iris meets Cousin Howie?

Q What does Iris talk about with her mom and dad?

2 Review and Discuss Text-to-self ConnectionsRemind the students that thinking about how a book reminds them of their own lives is called making text-to-self connections. Review that they can make text-to-self connections by thinking about how the book reminds them of things that have happened to them, things they have done, and people they know.

Ask them to listen as you use the prompt “In this chapter, . This reminds me of .” to share a text-to-self connection you made to the chapter.

You might say:

“ In this chapter, when Iris gets to Walter’s house, Cousin Howie is sitting in Iris’s spot on the hammock. This reminds me of when my sister had a friend over who sat in my spot on the couch when we watched a movie. I felt sad that my sister wanted to sit next to her friend instead of me.”

Materials •Teacher and student copies of Iris and Walter and Cousin Howie (pages 15–31) •Charted discussion prompt from Day 1 •Group set of the “Individual Reading Observation” sheet (IR1) from Day 1

Teacher NoteCheck in with individual students before you begin this lesson to make sure they have done the reading. If necessary, provide them with additional structured reading time.

Iris and Walter and Cousin Howie

Making Text-to-self ConnectionsDay 2



Encourage the students to use the discussion prompt as they share their text-to-self connections. Then ask:

Q What part of this chapter reminds you of your own life? What does it remind you of?

Support the students in making text-to-self connections by asking follow-up questions such as:

Q In this chapter, Iris meets Cousin Howie for the first time. When have you met someone new? What happened?

Q In this chapter, Howie tells Iris that she is holding the fishing pole wrong. When has someone told you that you were doing something wrong? How did you feel?

3 Read and Discuss Chapter 3, “Fishing Troubles”Explain that the students will now read chapter 3, “Fishing Troubles.” Encourage them to notice any text-to-self connections they make as they read.

Have the students open their books to page 31 and mark the page so they know where to stop reading. Then ask them to use the table of contents to turn to the first page of chapter 3, “Fishing Troubles,” and read the chapter quietly to themselves.

INDIvIDUAL READING OBSERvATION NOTE

Listen to a few students as they read, taking notes on the “Individual Reading Observation” sheet (IR1) and offering support as needed; see page 144 of the Assessment Resource Book.




Q What does Iris hope Walter will teach her?

Q What happens at the pond?

Q Why does Iris burst into tears, or start crying?

E ELL NoteExplain that abracadabra is a word that magicians use when performing a magic trick.



4 Make Text-to-self Connections in PairsTell the students that they will now share their text-to-self connections with their partners. Encourage them to use the discussion prompt as they share; then ask:

Q What part of this chapter reminds you of your own life? What does it remind you of? Turn to your partner.



Q When Howie asks Walter if Iris has to do everything with them, Iris feels left out. When have you felt left out? What happened?

Q Iris really wants Cousin Howie to teach her magic tricks. When have you wanted someone to teach you something? What happened?

5 Wrap UpExplain that in the next lesson, the students will finish reading the book. Collect Iris and Walter and Cousin Howie, keeping the self-stick notes in the books.

GUIDED SPELLINGnight “Iris felt sad that night.”

might “Iris thought she might like to be a magician.”

who “Who knows how to do magic tricks?”


Spelling Supportnight: Point to the kite picture on the “Spelling-Sound Chart” and remind the students that there are different ways to spell the sound /ī/. Tell the students that in night the sound /ī/ is spelled i-g-h.

might: Repeat the procedure to support the students in spelling the sound /ī/ in might.

Teacher NoteSave the charted discussion prompt to use on Day 3.



In this lesson, the students: •Make and discuss text-to-self connections •Read and discuss a chapter of a book •Share their thinking

1 Gather and Review Text-to-self ConnectionsRemind the students that in the last lesson, they discussed two chapters of Iris and Walter and Cousin Howie and shared text-to-self connections. Review that readers make text-to-self connections by thinking about how a book reminds them of things that have happened to them, things they have done, and people they know.

2 Read and Discuss Chapter 4, “A Little Magic”Tell the students that today they will read chapter 4, “A Little Magic.” Encourage them to notice any text-to-self connections they make as they read. Have them use the table of contents to open to the first page of chapter 4, “A Little Magic,” and read the chapter quietly to themselves.




Q What does Iris talk about with her family?

Q What does Iris talk about with Walter?

3 Make Text-to-self Connections in PairsTell the students that making text-to-self connections helps readers understand and enjoy what they read. Encourage them to use the discussion prompt as they share their text-to-self connections with their partners. Then ask:

Q What part of this chapter reminds you of your own life? What does it remind you of? Turn to your partner.

Observe the students as they talk with their partners, offering support as needed.

Materials •Teacher and student copies of Iris and Walter and Cousin Howie (pages 33–44) •Charted discussion prompt from Day 2 •“Group Progress Assessment” sheet (GA8)

Teacher NoteYou may want to have the students turn to page 37 and look at the handkerchief in the illustration. Consider explaining that Iris uses a handkerchief, a small cloth, to wipe her face and eyes.

Iris and Walter and Cousin HowieMaking Text-to-self Connections

Day 3



GROUP PROGRESS ASSESSMENT NOTE

As you observe the students, ask yourself: • Are the students able to make and discuss text-to-self connections? • Do they listen respectfully as their partners share their thinking?

Record your observations on the “Group Progress Assessment” sheet (GA8); see page 211 of the Assessment Resource Book.

Support any student who struggles to make text-to-self connections by asking:

Q When has someone hurt your feelings? What happened?



Q Iris talked to her family when she was upset about what happened with Howie. What do you do when you’re upset?

Q Walter says he’s sorry that Howie wasn’t very friendly. When have you said, “I’m sorry” to a friend? When has a friend said, “I’m sorry” to you?

4 Reflect on Making Text-to-self ConnectionsAsk and discuss:

Q What do you like about making text-to-self connections?

Students might say:

“ I like talking about things I’ve done and things that have happened to me.”

“ I like it because even though Iris and Walter are different from me and my friends, the same kinds of things happen to us.”

“ When my partner and I talked about our connections, I realized I felt really sorry for Iris. I was happy when Walter apologized to her.”

Encourage the students to continue making text-to-self connections when they read books both in and outside of Small-group Reading and to share their connections with others. Ask them to put Iris and Walter and Cousin Howie into their toolboxes, and encourage them to reread the book independently.



GUIDED SPELLINGplaying “Iris loved playing with Walter.”

running “Walter came running over.”

about “Iris told her family all about Cousin Howie.”


Spelling Supportplaying: Support the students in writing the base word, play. Point to the cake picture on the “Spelling-Sound Chart” and remind the students that there are different ways to spell the sound /ā/. Tell the students that in play the sound /ā/ is spelled a-y. Then support the students in adding the inflectional ending to write playing.

running: Support the students in writing the base word, run, before adding the inflectional ending. Remind the students that when they hear a short vowel sound in a word, there must be two consonants before the ending.

about: Point to the clown picture on the “Spelling-Sound Chart” and remind the students that there are different ways to spell the sound /ou/. Tell the students that in about the sound /ou/ is spelled o-u. You may wish to support the students by pronouncing the initial schwa sound using the short vowel /ă/.

Small-group Teacher's Manual - Collaborative Classroom

Documents

Transcript of Small-group Teacher's Manual - Collaborative Classroom