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Name one thing you learned today that you will apply in your planning.

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One Book - One Instructional Tool - One Must-Have Strategy - One Student Moment

YOUR WHY

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1. Strategy Purpose

The purpose is for students to identify the characters, setting, sequence, and it's connection to the story itself.

This goal supports general reading comprehension and analysis of core factors of a text.

2. Effective Use

"Say What's Most Essential"

This chart can be used throughout all points of the story (beginning, middle, and end)

Teacher would demonstrate how to read, identify a core factor of the story, and jot information down on the chart to the class.

Using the graphic organizer in order helps to support understanding of story sequence and connection.

3. Grade-Level Fit

Rather than writing extended ideas from the text, students who need support in reading and writing may draw what they hear or notice in each part of the text.

4. Connection to Instruction

Students will be able to use this graphic organizer during guided reading, Ready Reading, Lit. Circles, or independent/group reading.

This would be the most impactful during all core practices of reading (ELA/Literacy Circle, Writing)

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Emergent Literacy and Language Development

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Emergent Literacy and Language Development

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*Showing understanding in unconventional ways

*May come with some words

*Visuals with words

*Meanings for spelling

*Developing answers based on visuals

*Developing as readers with the books they choose to read

Strategy

1.3 Pause, Look Around the Page, Think

Developing Importance-Slowing down to attend to details on a page

-What do you think?

-What do you wonder?

Skills

-Inferring

-Determining Importance

-Informational Picture books

ELL/IEP

-Using visuals can help students connect words and meaning

Connecting to Instruction

-This strategy can be used in any situation

-This strategy can also be used in any subject

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1. This goal is about fluency. It helps build deeper connection between word recognition and comprehension.

Skills: Expressing, inferencing, self-monitoring, emphasizing, pacing, phrasing.

2. Fluency Partners:

During guided reading. Students will take turns reading while the other partner will provide feedback.

Materials: Chart with rules/expectations & leveled books.

3. Visuals, audio, and graphic organizers

4. This can be used during guided reading, ready reading, whole-group, mini-lesson, & conferring by allowing students to practice giving useful feedback. This also allows the student to hear feedback from a different point of view.

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Purpose of the goal:

understanding the importance of the characters and their roles in the story

understand why characters make the decisions that they do

Effective Use:

Strategy: Emphasize to understand characters motives

when and how- before starting the lesson- "tell me about a day when your emotions really changed" make it personalized for students (before)

(after reading the story) how can you relate to the character/ how did they their emotion change

Modeling- show the "track feelings as they change" chart - as they are reading

Materials- sentence starters, list of vocabulary words with pictures (differentiation), empathize anchor chart

Grade Level Fit:

using images

vocab cards for ELL

desk anchor charts

vocab sheets

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1. Strategy Purpose

What is the purpose of this goal area?

-To read fluency and to construct meaning from a text. Children need to read words accurately.

-It supports fluency, decoding, predicting based on context or a combination of context.

2. Effective Use

-We could use this during guided reading, writing, and when doing constructive responses in math and literacy.

-Modeling by You Do, We Do, I Do.

-Materials or supports might be using anchor charts, dry erase boards, pointers, readers, graphic organizers and phonics.

3. Grade- Level Fit

-Having students echo, highlight, repeat, and point to follow along, using visuals and partnering with students on different levels.

4. Connection to instruction

- Used in all subjects throughout the day when accurately reading words. "Watch my finger as I read. I'm going to touch under each word so I don't skip."

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Standard Focus: Students will cite strong and thorough textual evidence to support analysis of what the text says explicitly and what can be inferred.

Tier 1 (Whole Class):

Model think-aloud strategies while annotating a text.

Use graphic organizers such as a “Claim-Evidence-Reasoning” chart.

Pair reading with structured partner discussions (e.g., “Turn and Talk” citing a quote).

Tier 2 (Small Group):

Provide sentence starters (“The text states…,” “On page __ it says…”)

Use shorter passages with guided practice in highlighting evidence.

Give immediate feedback in small-group guided reading.

Tier 3 (Intensive):

1:1 support using chunked passages.

Color-coded highlighting to match inference and explicit details.

Repeated practice with scaffolded questioning (e.g., “Show me where the author says that”).

GOAL 10.6 – Analyzing Author’s Purpose & Rhetoric

Standard Focus: Students analyze an author’s purpose, how rhetoric is used, and how it advances point of view or argument.

Tier 1 (Whole Class):

Teach rhetorical devices (ethos, pathos, logos) with modern examples (ads, speeches).

Class debates: students identify persuasive strategies in assigned texts.

Tier 2 (Small Group):

Use guided annotation with teacher prompts (“Circle emotional words,” “Underline logical claims”).

Compare two short texts with different purposes (e.g., article vs. editorial).

Tier 3 (Intensive):

Use sentence frames for analyzing (“The author’s purpose is to ___ because ___”).

Scaffolded practice with high-interest texts (short speeches, song lyrics).

Visual aids such as anchor charts breaking down rhetoric.

GOAL 10.7 – Integrating Multiple Sources

Standard Focus: Students integrate and evaluate multiple sources of information in different media or formats to address a question or problem.

Tier 1 (Whole Class):

Assign projects where students combine a text, a video, and a chart to answer a guiding question.

Use research organizers (3-column chart: Source, Key Ideas, Evidence).

Tier 2 (Small Group):

Provide teacher-selected sets of 2–3 short texts/media clips.

Scaffold integration with sentence stems: (“Both sources agree that…,” “While source A shows , source B highlights ”).

Tier 3 (Intensive):

Focus on one source at a time, gradually layering in a second.

Practice summarizing before comparing.

Provide visual Venn diagrams or digital organizers to support synthesis.

✅ Progress Monitoring Across All Goals

Tier 1: Exit tickets, quick writes, Kahoot quizzes.

Tier 2: Running records, small group comprehension checks.

Tier 3: Individual progress-monitoring tools like DIBELS or curriculum-based measures (CBMs