1. Reading Coaches’ Meeting September 2011

2. NEW

5. Common Core SS

7. -Place the documents side-by-side -Three different color highlighters: Highlight “Right There Questions” – Yellow “Think and Search” Question – Blue “Author and Me Questions” - Green

8. RL.1.1 Questioning/Key Details QuestionType of QAR Why is the character happy/sad? What problem does the character have? What caused _____ to ____? What words describe the character? “right there” questions – initial understanding “think and search” – answer is in several parts of the text “author and you” – interpretation and analytical

9. Possible Standards QuestionsEssential Question When? B, D, A -(CCSS) -RL.1.1 -RL.1.3 -RL.1.7 -RL.1.2 -RL.1.4 -What words can you use to describe Jasper? -How do you know how Jasper feels s about gardening -Who is the most important character? -What does Jasper want? -The purpose of the illustration on p. 55 is to show the reader…..? -What happened first? -What is the problem in the story? -How do you know? -What caused the beanstalk not to grow? -What does Jasper really want? RL.1.3 What does Jasper’s want? BDABDA

10. CCSS Questions RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.2 Retell stories, including key details, and demonstrate understandin g of their central message or lesson. RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events BeginningMiddleEnd Jasper feels ___ because____. What does Jasper really want? -What do you see? -What words can you use to describe Jasper? - Why does Jasper have gardening tools? -How do you know how Jasper feels s about gardening? Who is the most important character? What does Jasper want? The purpose of the illustration on p. 55 is to show the reader…..? What happened first? What is the problem in the story? How do you know? What caused the beanstalk not to grow?

11.  Bring in a bean…  Ask…How many have a garden? ◦ Share experiences with their gardens  Bring in gardening tools….share  Discuss…have they ever looked forward to a special event/occasion….  Discuss…patience/some things take time ….

12.  Look at the Cover - You can tell Jasper likes gardening because? - What words can you use to describe Jasper? - How do you know how Jasper feels s about gardening?

13. The picture I am getting in my mind is….

14.  Shared Read  Set Up a Gathering/Meeting Place ◦ Building Oral Language ◦ Building Comprehension Skills through Interaction with the Text ◦ Teacher models “Think-A-Loud” process ◦ Higher Order Questioning using CCSS

15.  P. 59 – ◦ Who is the most important character? ◦ What does Jasper want? ◦ The purpose of the illustration on p. 55 is to show the reader…..? ◦ What happened first?  P. 63 - ◦ What is the problem in the story? ◦ What caused the beanstalk not to grow?

16.  Model Think-A-Loud  P.67 ◦ What caused Jasper to toss the bean?  P. 70  Why is Jasper sad?  How do you know?  Tossed beanstalk….  Forgets about it….  Is not looking forward to the bean growing….(doesn’t have to be patient)

17. The picture I am getting in my mind is….

18. BeginningMiddleEnd Jasper feels ___ because____.

19.  Look at the illustration on p. 67, how does Jasper feel about bean? How do you know?  Read p. 66 what words did you hear that let you know that Jasper is mad?  The purpose of the illustration on p. 73 is to show the reader _____?

20. (Problem/Solution) Graphic Organizer

21.  What does Jasper REALLLLYYY want?

22.  In assigned groups/table ◦ Read “A Hut for Zig Bug” ◦ Plan as a team  An “Essential Question”  Other appropriate questions for this story  Graphic Organizer(s)  Extension Activity  Share with Group

23.  Although the lesson demonstrated was based on the HM Read-A-Loud and Anthology….accessing more complex text is the clearest differentiator in reading between students who have a higher probability of reading success…  We need to support teachers in utilizing complex text along with strong instructional strategies that are woven together to promote student growth and academic achievement.