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Grade2: Nonfiction Readers Notice, Learn, and Question. Nonfiction Readers ask, "What is this Book Teaching Me?

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Grade2: Nonfiction Readers Notice, Learn, and Question. Nonfiction Readers ask, "What is this Book Teaching Me?

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Grade 2: Sifting through Post-its, Rereading, and Rethinking

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Grade 2: Sifting through Post-its, Rereading, and Rethinking

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Grade 4:    Today I want to remind you that nonfiction readers preview texts. They survey the parts of the text, paying attention to headings and topic sentences, and they use what they already know about the topic to think,'This part seems to be about ....and this other part seems to be about....'

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Grade 4:    Today I want to remind you that nonfiction readers preview texts. They survey the parts of the text, paying attention to headings and topic sentences, and they use what they already know about the topic to think,'This part seems to be about ....and this other part seems to be about....'

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Session 2: As students notice details, questions come up. Session 3: What is this book teaching me?

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Session 2: As students notice details, questions come up. Session 3: What is this book teaching me?

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Grade 2: Working hard to Solve Tricky Words

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Grade 2: Working hard to Solve Tricky Words

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TP: "Today I want to teach you that when readers orient themselves to complex nonfiction tests, they use text features and their knowledge of the topic to help. But as you begin reading, you also need to live in the gray area for a while, to tolerate confusion, knowing the focus of the text may be revealed slowly."

TP: "Today, let's explore one way nonfiction texts get complex: main idea. Let's study a text to figure out answers to the questions: In what ways does main idea become more complex?

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Drawing on earlier character work to compare

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Grade 2:
So for the next few days, we're going to practice being the kinds of readers who know what to do when things get tricky.

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Session 2 TP - Readers of expository texts pause when they read to make little summaries in their mind.  In this class, we sometimes refer to those summaries as boxes and bullets. Doing this helps readers take in and remember the important things in a text.
Session 3 TP - Readers organize the bits of information in a nonfiction text into categories. Sometimes texts have pop-out sentences that alert them to the big subtopics, the main ideas, and sometimes readers just need to think and figure out how the information is organized.

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TP 2: Ask questions
TP 3 What is this book teaching me?

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Today I want to teach you that readers who want to get smart about a topic don't just let the pages fly by. Instead, readers think, "This one page can make me smart," and they read each page closely, getting as much as they can out of it. They read whole books that way."

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Today I want to teach you that readers who want to get smart about a topic don't just let the pages fly by. Instead, readers think, "This one page can make me smart," and they read each page closely, getting as much as they can out of it. They read whole books that way."

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Today I want to teach you that to get really smart about your topic, you don't just read a book--you also have little chats about that book. You read the words on the page, and then you use your own words and your own ideas to talk about the book (or the page) with yourself or with a friend."

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Grade2:
Earlier, we talked about all the ways the second-graders grow like beanstalks! You have later bedtimes. You get to watch new shows.

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Then use what you learn to go back and revise the writing about reading you've been doing.

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Old charts can help with new words

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Link this strategy to all the great habits children will continue to practice, revisiting the chart to remind students of their growing repertoire.

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Link this strategy to all the great habits children will continue to practice, revisiting the chart to remind students of their growing repertoire.

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Right now, go back and look at the first writing about reading you did before we even started this uni, and you will contrast it with the best recent writing.

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Letting conversations spark new ideas

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Start the lesson by congratulating your kids.

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Start the lesson by congratulating your kids.

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Encouraging Text Citations in Conversations

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Habits for Tackling Hard Words

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Grade 2:
Working hard to Solve Tricky Words

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Gr 5: Raising the Level of Writing and Talking about Literature

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Gr 5: Raising the Level of Writing and Talking about Literature

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Session 2 TP- Today I want to teach you that nonfiction readers preview texts. They survey the parts of the text, paying attention to headings and topic sentences, and they use what they already know about the topic to think, 'This part seems to be about...and this other part seems to be about...'

Session 3 TP Today I want to teach you that once readers move beyond previewing expository texts to actually reading them, they often notice the way the text is organized. Expository texts have common structures: problem/solution, compare and contrast, cause and effect, and chronological.

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Finding new snap words.

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Session 2: Today, I want to teach you that wen you read, every word you say has to match a word you point to on the page.  When you stop reading, there can't be any left over or extra words coming out of your mouth! If there's a problem, go back and make it match.

Session 3:  Today I want to remind you that when you point to words as you read, each word gets just one tap - even long words!

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You were making those books rock!

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Rereading rocks!

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"Once I see you reading attentively, I'll send you off to your seats."

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-Readers notice when a person does or says something that stands out

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Bend 2: Thinking Deeply about Characters

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Reading Old Favorite Storybooks