MONDAY

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TUESDAY

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WEDNESDAY

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THURSDAY

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FRIDAY

Mini-Lesson 1: Good readers ask questions. (Standards)
  • Ask questions that deepen our understanding of the text (Standards)
Strategy: Asking Questions / Mini-Lesson 2: Good readers ask questions. (Standards)
  • Ask questions that deepen our understanding of the text (Standards)
  • Explain why asking questions is an effective and important reading strategy (Standards)
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Strategy: Asking Questions / Mini-Lesson 3: Good readers code questions. (Standards)
  • Ask questions that deepen our understanding of the text (Standards)
  • Code the text with a “Q” and jot down the questions we ask as we read (Standards)
Strategy: Asking Questions / Mini-Lesson 4: Good readers notice characterization. (Standards)
  • Explore aspects of characterization through use of a graphic organizer (Standards)
Concept: Characterization / Mini-Lesson 5: Good readers notice characterization. (Standards)
  • Ask questions pertaining to characterization that deepen our understanding of the text (Standards)
  • Code the text with a “Q” and jot down the questions we ask as we read (Standards)
Concept: Characterization
Strategy: Asking Questions

MONDAY

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TUESDAY

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WEDNESDAY

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THURSDAY

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FRIDAY

Mini-Lesson 6: Good readers make inferences. (Standards)
  • Make inferences about the text with the aid of a graphic organizer (Standards)
Strategy: Making inferences
/ Mini-Lesson 7: Good readers make inferences. (Standards)
  • Make inferences about the text with the aid of a graphic organizer (Standards)
  • Explain why it is important to us as readers to be able to make inferences (Standards)
Strategy: Making inferences
/ Mini-Lesson 8: Good readers make inferences. (Standards)
  • Make inferences about the text with the aid of a graphic organizer (Standards)
Strategy: Making inferences
/ Mini-Lesson 9: Good readers code inferences. (Standards)
  • Make inferences as they read (Standards)
  • Code the text with an “I” and jot down the inferences they make as they read (Standards)
Strategy: Making inferences
/ Mini-Lesson 10: Good readers practice all of their strategies as they read. (Standards)
  • Code the text to show comments, confusion, questions, inferences, predictions, connections and important information (Standards)
Note to the Instructor: You will want to customize today’s objective to reflect the ways your students know to code the text.
Mini-Lesson 11: Good readers notice themes. (Standards)
  • Identify evidence of a given theme using a graphic organizer (Standards)
Concepts: Theme / Mini-Lesson 12:Good readers notice themes. (Standards)
  • Identify evidence of a given theme using a graphic organizer (Standards)
Concept: Theme / Mini-Lesson 13: Good readers notice themes. (Standards)
  • Identify evidence of a given theme using a graphic organizer (Standards)
Concept: Theme / Mini-Lesson 14: Good readers code themes. (Standards)
  • Code the text with “Th” and jot down ideas about emergent themes as they read.
Concept: Theme / Unit Assessment
Study:
  • Coding the text, especially coding questions and inferences, and themes (Standards)
  • Characterization (Standards)
  • Theme (Standards)