Writing About Reading · student progress and inform instructional revisions including;...

Writing About Reading for 1st grade learners

A TEACHER’S GUIDE

Written by Jill DeJong

Overview 1

Instructional Delivery 5

Instructional Materials 6

Physical Resources 8

Lesson Plans 9

Lesson 1: Fiction vs. Nonfiction 10

Lesson 2: Finding Fiction Features 12

Lesson 3: Finding Non-Fiction Features 14

Lesson 4: Thinking with Thinking Maps® 16

Lesson 5: Defining with a Circle Map 18

Lesson 6: Describing with a Bubble Map 20

Lesson 7: Comparing/Contrasting with a Double Bubble Map 22

Lesson 8: Classifying with a Tree Map 24

Lesson 9: Sequencing with a Flow Map 26

Lesson 10: Using the I Can Read Closely Chart 28

Lesson 11: Writing in Our Reader’s Response Journal 30

Lesson 12: Let’s Make A Movie 32

Lesson 13: Let’s Watch A Movie 33

References 34

Appendices 35

Table of Contents

1

Instructional Goal First-grade students will independently use a variety of organizational writing tools to

demonstrate their level of comprehension and integration of ideas through words,

pictures, and/or diagrams when writing about fiction and non-fiction texts during our

daily literacy workshops without copying the text verbatim.

Audience This unit is designed for first grade students as part of a daily Reader’s Workshop. The

students should be able to read texts at their independent reading level and have

experience with Thinking Map® graphic organizers. Additionally, students will need

prior experience using the iMovie application.

Length This unit contains 13 lessons and is designed to be taught over a three-week period,

with two additional days for student presentations at the conclusion of the unit. The

total instructional time for the unit is 10 hours.

Delivery Approach The lessons in this unit are designed using a consistent instructional framework based

on a cognitivist approach. Each lesson includes the following instructional events: Pre-

Instructional Activities, Content Presentation, Learner Participation, Assessment, and

Follow Through Activities.

This unit is designed to integrate into a Reader’s Workshop model of instruction. The

unit contains many common workshop components including; interactive read-

alouds and discussions, shared reading, interactive and shared writing

demonstrations, small group instruction, individual conferring, oral and visual

presentations, and whole group sharing and reflections. In each lesson students have

the opportunity to practice the learning objective while receiving guidance and

support from the classroom teacher in small groups or individually.

Instructional Sequence This 3-week unit on Writing About Reading contains 13 lessons. Lessons 1-10 are 30

minutes each and are designed to be taught in sequence at the beginning of

Reader’s Workshop for a total of ten school days. Lesson 11 is a 20-minute procedural

demonstration sequence. This modeled writing segment is designed to be presented

for the first 20 minutes of Reader’s Workshop each day for 3 days. Lesson 12 utilizes a

Unit Overview

2

computer lab where students will be using video technology to produce an iMovie.

This lesson covers two 60-minute blocks over consecutive instructional days.

Materials An expansive class library of leveled fiction and non-fiction trade books is the primary

material used in this unit of instruction. Teacher created Thinking Map ® (Hyerle 2004)

templates are used digitally throughout the unit of instruction and included in the

Appendices. Teacher created charts and assessment materials are also provided

with this unit. Additionally, students will need access to composition notebooks,

pencils, crayons, and colored pencils.

Several technology components are integrated into this unit to engage students in

the learning process and support teachers in providing effective instruction. Teachers

and students will need access to an interactive whiteboard, a projector, and a

document camera. iPads with iMovie are needed for students to create a final

project at the end of the unit.

To support the delivery of this instructional unit, a companion website has been

created. Here teachers can find all the print-based materials included in this unit of

instruction. Additionally, an iMovie demonstrating the instructional sequence for

Lesson 11 can be accessed by teachers and students. An electronic book, created

with the Book Creator application, is also included on the website to support teachers

and students as they create an iMovie in Lesson 12.

Visit the companion website:

https://www.jdejongwritingaboutreading.com/

to access all the digital resources to teach this

unit.

https://www.jdejongwritingaboutreading.com/

3

Lesson Descriptions

Lesson 1: Fiction vs. Nonfiction: Given an assortment of books, pairs of students will sort

texts into the categories of fiction and non-fiction by looking for distinguishing features

with accuracy as verified by the classroom teacher.

Lesson 2: Finding Fiction Features: After a whole class read aloud of a familiar fiction

text by the classroom teacher, students will verbally identify the characters, setting,

problem, and solution with a reading partner as recorded by the classroom teacher

on a checklist with accuracy.

Lesson 3: Finding Non-Fiction Features: After a whole group read aloud of a familiar

non-fiction text by the classroom teacher, students will discuss with a reading partner

which facts, diagrams/charts, photographs, and captions helped them learn 3 things

about the topic, as recorded by the classroom teacher on an anecdotal record

form.

Lesson 4: Thinking with Thinking Maps®: Students will accurately define the purpose of

5 different Thinking Maps® after participating in a shared writing demonstration as

measured by an exit interview form.

Lesson 5: Defining with a Circle Map: After a whole group read aloud of a fiction or

non-fiction text, students will collaborate to complete a Circle Map to define or

brainstorm ideas and information identified from the text with accuracy using an

Activeboard during a teacher facilitated shared writing exercise.

Lesson 6: Describing with a Bubble Map: After a whole group read aloud of a fiction

or non-fiction text, students will collaborate to complete a Bubble Map to describe a

subject identified from the text with accuracy using an Activeboard during a teacher

facilitated shared writing exercise.

Lesson 7: Comparing and Contrasting with a Double Bubble Map: After a whole group

read aloud of a fiction or non-fiction text, students will collaborate to complete a

Double Bubble Map to compare and contrast subjects identified from the text with

accuracy using an Activeboard during a teacher facilitated shared writing exercise.

Lesson 8: Classifying with a Tree Map: After a whole group read aloud of a fiction or

non-fiction text, students will collaborate to complete a Tree Map to classify ideas

and information identified from the text with accuracy using an Activeboard during a

teacher facilitated shared writing exercise.

Lesson 9: Sequencing with a Flow Map: After a whole group read aloud of a fiction or

non-fiction text, students will collaborate to complete a Flow Map to sequence ideas

and information identified from the text with accuracy using an Activeboard during a

teacher facilitated shared writing exercise.

4

Lesson 10: Using the I Can Read Closely Chart: With their Reading Partner, students will

use the I Can Read Closely chart and a completed thinking map from a prior lesson

to orally communicate understanding of a book using the word “because” and

accurately citing examples from the text as observed by the classroom teacher.

Lesson 11: Writing in Our Reader’s Response Journal: This lesson combines six

procedural performance objectives into a routine for writing in a Reader’s Response

Journal using the skills developed in prior lessons in this instructional unit.

Lesson 12: Let’s Make A Movie: Students will select one journal summary from their

Reader’s Response Journal and use this writing to create a short video book summary

using iMovie and a checklist for evaluation with teacher support in the Computer

Lab.

Lesson 13: Let’s Watch Your Movie: Students will present their iMovie to the class using

the Activeboard and answer questions from peers and the teacher to demonstrate

comprehension citing examples from the text.

Assessments Throughout this unit a variety of formative assessments are included to measure

student progress and inform instructional revisions including; observations, anecdotal

notes, student work samples, interviews and conferences, checklists, discussions, and

self-evaluations. The end of the unit contains a summative assessment in the form of a

student published product and a presentation with a checklist for evaluation. The

assessment forms can be found in the Appendices and on the companion website.

5

This unit is designed to integrate with a daily Reader’s Workshop model of instruction.

The following instructional events are consistently included in each lesson:

Pre-Instructional Activities: During this portion of the lesson the stage is set for

instruction by gaining student attention and connecting to prior learning. Students

are gathered in the class discussion/presentation area with a clear view of the

interactive whiteboard. The teacher is facilitating discussions and eliciting student

responses.

Content Presentation: The student Learning Target is presented and discussed.

Content is presented during read-alouds, demonstrations, shared and interactive

writing and choral reading. Time is allowed for students to ask questions and for the

teacher to clear up misconceptions.

Learner Participation: During this portion of the lesson, students are working

independently or in small groups on the learning objective. While students are

working the teacher is observing, meeting with individuals or small groups, conferring,

and taking anecdotal notes. The teacher is providing feedback and guidance as

necessary and differentiating instruction to meet the needs of all students.

Assessment: As students are working the teacher is collecting assessment data

through observations, interviews, conferring, and record taking. Student work samples

are collected and analyzed by the teacher throughout the unit to inform instruction.

Students are also given an opportunity for self-assessment and reflection as they meet

at the conclusion of each lesson to discuss successes and challenges associated with

the learning target.

Follow Through Activities: These activities are designed to provide students with

opportunities to generalize their learning in broader contexts across content areas.

These activities help students internalize new skills and strategies and provide real

world connections to the instructional goal.

Instructional Delivery

6

Books:

• 10 sets of a mix of 10-12 fiction and non-fiction books in tubs or bags

• Familiar fiction mentor texts

• Familiar non-fiction mentor texts

• There Is A Bird On Your Head by Mo Willems*

*Choose any book that you have previously read to your students that is a

favorite of the class

• A student book box with a variety of leveled fiction and non-fiction texts

Forms/Templates:

• Anecdotal Record Form (See Appendix A)

• Fiction Feature Checklist (See Appendix B)

• Exit Interview Form (See Appendix C)

• Circle Map Template (See Appendix D)

• Bubble Map Template (See Appendix E)

• Double Bubble Map Template (See Appendix F)

• Tree Map Template (See Appendix G)

• Flow Map Template (See Appendix H)

• Class set of Individual I Can Read Closely charts (See Appendix I)

• Reader’s Response Checklist (See Appendix J)

• Checklist for Video Book Summary (See Appendix K)

Student/Teacher Generated Products:

• Digital T-Chart from Lesson 1

• A completed student map from any Lesson 5-9

Instructional Materials

7

• Collaborative individual map charts created in Lessons 5-9

• Let’s Make A Movie (teacher created instructional e-book created using Book

Creator)

• One student selected journal entry from their Reader’s Response Journal

• iMovie files in an easily accessible location on district server

General Supplies:

• Composition books for Reader’s Response Journals

• Pencils

• Markers

• Crayons

• Dry Erase Markers

• Blank Paper

8

• Whiteboard

• Promethean Activeboard

• Activeboard Pens

• Projector

• Computer Lab

• iMovie App

• Student iPads

• Document Camera

• Teacher iPad for recording student conversations

• Laptop with Google Chrome and Book Creator

• Older students from a Buddy Class or parent volunteers are highly

recommended to support the video recording and movie making for this

project

Physical Resources

9

Lesson 1:

Fiction vs.

Nonfiction

Lesson 2:

Finding

Fiction

Features

Lesson 3:

Finding

Non-Fiction

Features

Lesson 4:

Thinking

with

Thinking

Maps®

Lesson 5:

Defining

with a

Circle Map

Lesson 6:

Describing

with a

Bubble

Map

Lesson 7:

Comparing/

Contrasting

with a

Double

Bubble Map

Lesson 8:

Classifying

with a Tree

Map

Lesson 9:

Sequencing

with a Flow

Map

Lesson 10:

Using the I

Can Read

Closely

Chart

Lesson 11:

Writing in

Our

Reader’s

Response

Journal

Lesson 12:

Let’s Make

A Movie

Lesson 13:

Let’s

Watch Your

Movie

The Lesson Plans

10

Title: Lesson 1: Fiction vs. Nonfiction

Performance

Objective:

Given an assortment of books, pairs of students will sort texts into the categories of

fiction and non-fiction by looking for distinguishing features with accuracy as

verified by the classroom teacher.

Resources/Materials: • Promethean Activeboard

• Projector

• 10 sets of a mix of 10-12 fiction and non-fiction books in tubs or bags

• One familiar fiction mentor text

• One familiar non-fiction mentor text


Time: 30 minutes

Pre-Instructional

Activities: • Present a favorite fiction and a favorite non-fiction book to the class

• Connect to prior knowledge by reminding students of the purpose for reading

fiction books (to entertain) and the purpose of reading non-fiction books (to

teach us about a topic)

• Acknowledge that sometimes it is difficult to know if a book is fiction or non-

fiction just by looking at the cover

• Suggest that sometimes we need to be like “detectives” and search for special

features to decide what type of book we are reading

Content

Presentation: • Ask a student to read the Learning Target written on the whiteboard; We can

decide if a book is fiction or non-fiction by closely looking at the whole book.

• Explain that today reading partners will decide if the books in their tub are trying

to entertain us (fiction) or trying to teach us information about a topic (non-

fiction)

• Using the Activeboard software, make a T-Chart on the whiteboard. Label one

side fiction and the other side non-fiction

• Referring to the mentor texts from the opening of the lesson, ask students what

features they notice for each genre and list these on the T-Chart using the

Activeboard pen

• Some possible responses for fiction may include: make believe, illustrations,

animals acting like people, dialogue, etc.

• Some possible responses for non-fiction may include: facts, photographs, charts,

table of contents, glossary, etc.

• Keep the chart concise and neat so students can use it as a resource when sorting

their books

• Do a choral reading of the completed chart

• Check for understanding by asking questions and address any misconceptions

• Show students the book collections you have assembled for them to sort

• Model how to select a book and carefully search for distinguishing features with

a partner

• Decide if the text is fiction or non-fiction and place it in a pile

• Continue to demonstrate with a few more titles being sure to use the T-Chart for

reference

Learner

Participation: • Tell students it is time for them to practice sorting fiction and non-fiction books

with their Reading Partner

• Instruct them to carefully look through the book and use the T-Chart displayed

on the Activeboard screen to help them make decisions

• Tell students to complete this process for all the books in their tub

11

Title: Lesson 1: Fiction vs. Nonfiction

• Inform students you will check in with each team to talk about their decisions as

they are working

• When they are finished, students should choose a book to read with their partner

until it is time to meet back as a class to share about their learning

Assessment: • As students are working, check in with each pair and use questioning to check

for conceptual understanding

• Use scaffolding and modeling as needed to support students who are not yet able

to accurately distinguish between fiction and non-fiction texts

• Record observations on the Anecdotal Record sheet and use this data to plan

small groups for students who need additional instruction

• Call groups back to the class discussion area and ask for a “private thumb”

signal; up, sideways, or down as a response to the question, “Did you meet the

Learning Target of deciding if a book is fiction or non-fiction by closely looking

at the whole book?”

• Follow with a group discussion about student successes and challenges for this

performance objective

• Use this assessment information to plan next steps for instruction and revise the

lesson if necessary

Follow Through

Activities: • During the lesson closure, revisit the T-Chart and make any necessary revisions

based on student input

• Save the Activeboard chart as a digital file to use in future lessons

• Create and print smaller versions of the T-Chart for students to keep in their

book boxes as a reference throughout this instructional unit

• Send students to the Independent Reading portion of Reader’s Workshop and

invite them to sort the books in their own book boxes to see how many fiction

and non-fiction titles they have chosen for their reading this week

12

Title: Lesson 2: Finding Fiction Features

Performance

Objective:

After a whole class read aloud of a familiar fiction text by the classroom teacher,

students will verbally identify the characters, setting, problem, and solution with a

reading partner as recorded by the classroom teacher on a checklist with accuracy.

Resources/Materials: • Whiteboard

• Familiar fiction text

• Fiction Feature Checklist (See Appendix B)

Time: 30 minutes

Pre-Instructional

Activities: • Select a favorite fiction text you have previously read to generate excitement

• To activate prior knowledge, ask students to share some specific things they

remember about the book

• Verbally connect their responses to the story elements of Character, Setting,

Problem, and Solution

Content

Presentation: • Ask a student to read the Learning Target posted on the whiteboard; We can

listen for and identify the features of Character, Setting, Problem, and Solution

in a fiction book

• Write the four elements on the board with a picture icon next to each for easy

identification by all students (i.e., a stick figure for character, a tree for setting,

etc.)

• Inform the students that you are going to read this beloved story to them again

and their job is to listen closely for the character(s), setting, problem, and

solution as you read

• Remind them to listen carefully because they will meet with their reading partner

when the story is over to identify the 4 story elements

• Read the text straight through without stopping for discussion

Learner

Participation: • Before sending the students off to meet with their reading partner, review the 4

elements and icons you have listed on the whiteboard

• Ask students if they have any questions about the 4 features and clear up any

misconceptions

• Invite the pairs to choose a spot in the classroom to meet and identify the 4 story

elements in the book you just read

• Inform them that you will be coming around to have a conference with each pair

• Tell them when they have finished their discussion to choose another fiction

book from the class library, read it together, and search for the same 4 story

elements until it is time to meet back in the class discussion area to share their

learning

• As students are talking, roam and listen in on the conversations

• If students are confused by any of the features provide feedback and scaffolding

Assessment: • Meet with each pair when they are ready and ask them to identify the 4 story

elements

• Use the checklist and the space provided to record student responses

• Call students back to the class discussion area and ask for a “private thumb”


Learning Target of listening for and identifying the features of Character,

Setting, Problem, and Solution in a fiction book?”



• Use this assessment information, along with the completed checklists, to plan

next steps for instruction and revise the lesson if necessary

13

Title: Lesson 2: Finding Fiction Features

Follow Through

Activities: • Have students repeat this activity with their weekly 3rd grade Reading Buddy

• Invite students to practice identifying these 4 elements “in their head” during the

Independent Reading portion of Reader’s Workshop

14

Title: Lesson 3: Finding Non-Fiction Features

Performance

Objective:

After a whole group read aloud of a familiar non-fiction text by the classroom

teacher, students will discuss with a reading partner which facts, diagrams/charts,

photographs, and captions helped them learn 3 things about the topic, as recorded by

the classroom teacher on an anecdotal record form.

Resources/Materials: • Projector

• Document Camera

• Familiar non-fiction text


Time: 30 minutes

Pre-Instructional

Activities: • Select a favorite non-fiction text you have previously read to generate excitement

• To activate prior knowledge, ask students to share some specific things they

learned from the book

• Verbally connect their responses to the non-fiction features Facts,

Diagrams/Charts, Photographs, and Captions

Content

Presentation: • Ask a student to read the Learning Target posted on the whiteboard; We can

look, listen, and identify the features of Facts, Diagrams/Charts, Photographs,

and Captions in a non-fiction book

• Inform the students that you are going to read this interesting book to them again

and their job is to look and listen closely for facts, diagrams/charts, photographs,

and captions

• Remind them to listen carefully because they will meet with their reading partner

when the story is over to share what they learned and identify which feature(s)

helped them understand the new information

Learner

Participation: • Before sending the students off to meet with their reading partner, review the

non-fiction features from the Learning Target

• Ask students if they have any questions about the terminology and clear up any

misconceptions

• Invite the pairs to choose a spot in the classroom to meet and share 3 things they

learned from the text and identify what non-fiction features helped them

understand the information

• Inform them that you will be coming around to have a conference with each pair

• Tell them when they are finished to choose another non-fiction book from the

class library, read it together to learn about the topic and notice which features

the author used to teach them about the subject until it is time to meet back in the

class discussion area to share their learning

• As students are talking, roam and listen in on the conversations and record notes

on the Anecdotal Record Form

• If students are confused by any of the non-fiction features provide feedback and

scaffolding

Assessment: • Meet with each pair when they are finished to determine the following: Are they

understanding how to read diagrams and charts? Do they understand that the

caption relates to the photograph? Can they articulate which feature helped

further their understanding about the topic?

• Use the Anecdotal Record Form to record student responses

• Call students back to the class discussion area and ask for a “private thumb”


Learning Target of looking, listening, and identifying the features of Facts,

Diagrams/Charts, Photographs, and Captions in a non-fiction book?”

15

Title: Lesson 3: Finding Non-Fiction Features



• Use this assessment information, along with the completed Anecdotal Record

Forms, to plan next steps for instruction and revise the lesson if necessary

Follow Through


• Invite students to look closely for these non-fiction features as they are reading

independently during Reader’s Workshop and think about how these features

deepen their understanding of the text

16

Title: Lesson 4: Thinking with Thinking Maps®

Performance

Objective:

Students will accurately define the purpose of 5 different Thinking Maps® after

participating in a shared writing demonstration as measured by an exit interview

form.

Prerequisites: Before teaching this lesson, students should be taught how to use a circle, bubble,

double bubble, tree, and flow map with teacher support.

Resources/Materials: • Whiteboard

• Dry Erase Markers

• There Is A Bird On Your Head by Mo Willems*

*Choose any book that you have previously read to your students that is a

favorite of the class

• Document Camera

• Projector

• Exit Interview Form (See Appendix C)

Time: 30 minutes

Pre-Instructional

Activities: • Gain student attention by reading There Is A Bird On Your Head by Mo Willems

• Connect to prior knowledge by discussing the characters, setting, problem, and

solution in the story

Content

Presentation: • Ask a student to read the Learning Target posted on the whiteboard; We can use

different kinds of Thinking Maps to understand a story in different ways

• Tell students that today we will use the 5 maps we have been working with this

year to think about the story elements in the book There Is A Bird On Your Head

• Place a blank Exit Interview Form under the document camera to remind

students of the names and purposes for the maps we have practiced using: circle,

tree, flow, bubble, and double bubble

• Turn off the document camera and draw an outline of each map on the

whiteboard

• Model how to quickly draw each map without worrying about perfect shapes

and lines

Learner

Participation: • Beginning with the circle map ask students to “brainstorm” or define ideas and

content from the story and record up to 5 responses (teacher may record and/or

invite students to share the recording responsibilities depending on your learners)

• Repeat this procedure with the other maps: bubble map to “describe”, double

bubble map to “compare”, flow map to “sequence” events, tree map to

“categorize”

• Only elicit enough responses to clearly illustrate the purpose of each map to stay

within attention span and time frame (further practice for each map will continue

in subsequent lessons)

• When the maps are completed do a choral reading of the content of each map

• Ask a few students to make observations and summarize their collaborative

thinking about the story

• Review the purpose for each map before sending the students to Independent

Reading

Assessment: • As students are reading independently from their book boxes, meet individually

to complete the exit interview

• Point to each map on the interview form

• Ask students to name the map and define the purpose for using the map and

record their responses in the space provided

17

Title: Lesson 4: Thinking with Thinking Maps®

• Use this data to plan small group instruction for students who need further

clarification about the maps we will be using throughout the rest of the unit

Follow Through

Activities: • Throughout the duration of this unit, draw and collaboratively complete thinking

maps on the whiteboard after read alouds to help students generalize the various

types of thinking (defining, comparing, sequencing, describing, classifying)

across the content areas

• Have students practice verbally summarizing the information gathered on the

maps to communicate their comprehension of the content they have organized on

the various maps

18

Title: Lesson 5: Defining with a Circle Map

Performance

Objective:

After a whole group read aloud of a fiction or non-fiction text, students will

collaborate to complete a Circle Map to define or brainstorm ideas and information

identified from the text with accuracy using an Activeboard during a teacher


Resources/Materials: • Fiction or Non-Fiction Text for Read-Aloud


• Activeboard pens

• Projector

• Circle Map Template (See Appendix D)


• Blank paper

Time: 30 minutes

Pre-Instructional

Activities: • Connect to prior learning by drawing a quick Circle Map on the whiteboard

• Ask a few students to describe why we would use a Circle Map to organize our

thinking

• Use questioning to check for understanding and clear up any misconceptions that

may occur

Content


a Circle Map to brainstorm ideas and information about a book.

• Review what it means to brainstorm (list all the ideas or information that relate to

a topic)

• Introduce the book you have chosen to read to your students

• If it is a fiction text, ask students which elements they might think about as you

are reading (characters, setting, problem, solution)

• If it is a non-fiction text, ask students which features they might focus on as you

are reading (photographs, charts/diagrams, captions, facts)

• Write the title of the book in the center circle of the map you have drawn on the

whiteboard

• Tell students you want them to visualize what they would write or sketch in the

outer circle about the book as you are reading

• Read the book, stopping to allow for a few relevant student observations or

questions

Learner

Participation: • After reading the book, erase the map you have drawn on the whiteboard

• Project the Circle Map template on the board using the Activeboard software

• Write the title of the book in the center circle of the map

• Ask students to contribute ideas and information in the outer circle

• Model how to record these ideas with key words and sketches, rather than

complete sentences

• Invite students to “share the pen” and record ideas on the chart as appropriate for

your group of learners

• Use the handwriting to text feature in the software to capture student responses

legibly

• When the chart is completed, do a choral reading of the Circle Map

• Ask a few students to verbally summarize what they learned about the text using

the information from the map

• Be sure to digitally save the completed map for future reference

19

Title: Lesson 5: Defining with a Circle Map

• Provide blank paper and invite students to draw and complete a Circle Map for

one of the books they are reading during the Independent Reading portion of

Reader’s Workshop that immediately follows this lesson

Assessment: • As students are reading independently, note which students are choosing to

create their own Circle Maps

• Collect any completed maps at the end of Reader’s Workshop and record

observations on an Anecdotal Record Form

• Is the student using the map for the intended purpose? i.e.; Is the title of the book

written in the middle circle? Did they record key words and pictures rather than

verbatim sentences from the text? Do the words/drawing relate to the text?

• Plan small group instruction for students who chose not to complete a map or are

not yet using the map correctly

Follow Through

Activities: • Print the class generated Circle Map from this lesson and create individual

student charts for students to keep in their book boxes as a reference tool

• Encourage students to draw and complete Circle Maps across the content areas

throughout the duration of this unit

• Send home completed student Circle Maps with a brief explanation about the

purpose of the map for families to encourage brainstorming and defining beyond

the classroom environment

20

Title: Lesson 6: Describing with a Bubble Map

Performance

Objective:


collaborate to complete a Bubble Map to describe a subject identified from the text

with accuracy using an Activeboard during a teacher facilitated shared writing

exercise.




• Projector

• Bubble Map Template (See Appendix E)


• Blank paper

Time: 30 minutes

Pre-Instructional

Activities: • Connect to prior learning by drawing a quick Bubble Map on the whiteboard

• Ask a few students to describe why we would use a Bubble Map to organize our

thinking


may occur

Content


a Bubble Map to describe a subject in a book.

• Review what it means to describe (to give the characteristics or qualities of a

subject)






• Write the subject in the center circle of the map you have drawn on the

whiteboard


outer circles about the book as you are reading


questions

Learner


• Project the Bubble Map template on the board using the Activeboard software

• Write the subject of the book in the center circle of the map

• Ask students to contribute ideas and information in the outer circles


complete sentences




legibly

• When the chart is completed, do a choral reading of the Bubble Map

• Ask a few students to verbally summarize what they learned about the subject of

the text using the information from the map


21

Title: Lesson 6: Describing with a Bubble Map

• Provide blank paper and invite students to draw and complete a Bubble Map for

one of the books they are reading during the Independent Reading portion of

Reader’s Workshop that immediately follows this lesson


create their own Bubble Maps



• Is the student using the map for the intended purpose? i.e.; Is the subject of the

book written in the middle circle? Did they record descriptive words and pictures

rather than verbatim sentences from the text? Do the words/drawings relate to the

subject of the text?



Follow Through

Activities: • Print the class generated Bubble Map from this lesson and create individual

student charts for students to keep in their book boxes as a reference tool

• Encourage students to draw and complete Bubble Maps across the content areas


• Send home completed student Bubble Maps with a brief explanation about the

purpose of the map for families to encourage describing subjects beyond the

classroom environment

22

Title: Lesson 7: Comparing and Contrasting with a Double Bubble Map

Performance

Objective:


collaborate to complete a Double Bubble Map to compare and contrast subjects

identified from the text with accuracy using an Activeboard during a teacher





• Projector

• Double Bubble Map Template (See Appendix F)


• Blank paper

Time: 30 minutes

Pre-Instructional

Activities: • Connect to prior learning by drawing a quick Double Bubble Map on the

whiteboard

• Ask a few students to describe why we would use a Double Bubble Map to

organize our thinking


may occur

Content


a Double Bubble Map to compare and contrast subjects in a book.

• Review what it means to compare and contrast (to notice what characteristics and

qualities are the same and different)






• Write two subjects in the dark outlined circles in the center of the map you have

drawn on the whiteboard


outer circles about the book as you are reading


questions

Learner


• Project the Double Bubble Map template on the board using the Activeboard

software

• Write two subjects from the book in the dark outlined circles of the map

• Ask students to contribute ideas and information in the outer circles


complete sentences




legibly

• When the chart is completed, do a choral reading of the Double Bubble Map

• Ask a few students to verbally summarize what they learned about the

similarities and differences of the subjects from the text using the information

from the map

23

Title: Lesson 7: Comparing and Contrasting with a Double Bubble Map


• Provide blank paper and invite students to draw and complete a Double Bubble

Map for one of the books they are reading during the Independent Reading

portion of Reader’s Workshop that immediately follows this lesson


create their own Double Bubble Maps



• Is the student using the map for the intended purpose? i.e.; Are the two subjects

from the book written in the dark outlined circles? Did they record descriptive

words and pictures rather than verbatim sentences from the text? Do the

words/drawing relate to the two subjects from the text?



Follow Through

Activities: • Print the class generated Double Bubble Map from this lesson and create

individual student charts for students to keep in their book boxes as a reference

tool

• Encourage students to draw and complete Double Bubble Maps across the

content areas throughout the duration of this unit

• Send home completed student Double Bubble Maps with a brief explanation

about the purpose of the map for families to encourage comparing and

contrasting subjects beyond the classroom environment

24

Title: Lesson 8: Classifying with a Tree Map

Performance

Objective:


collaborate to complete a Tree Map to classify ideas and information identified from

the text with accuracy using an Activeboard during a teacher facilitated shared

writing exercise.




• Projector

• Tree Map Template (See Appendix G)


• Blank paper

Time: 30 minutes

Pre-Instructional

Activities: • Connect to prior learning by drawing a quick Tree Map on the whiteboard

• Ask a few students to describe why we would use a Tree Map to organize our

thinking


may occur

Content


a Tree Map to classify ideas and information from a book.

• Review what it means to classify (to organize into categories)






• Write the topic/subject from the book on the top line of the map you have drawn

on the whiteboard

• List 3 categories on the dark lines at the top of each branch of the Tree Map


boxes under each of the categories about the book as you are reading


questions

Learner


• Project the Tree Map template on the board using the Activeboard software

• Write the main topic/subject from the book on the top line on the map

• List 3 categories on the dark lines at the top of each branch of the Tree Map

• Ask students to contribute ideas and information for the three boxes under the

category headings

• Model how to record these ideas as bullet points




legibly

• When the chart is completed, do a choral reading of the Tree Map

• Ask a few students to verbally summarize what they learned from organizing

content from the text into categories using the information from the map


25

Title: Lesson 8: Classifying with a Tree Map


create their own Tree Maps



• Is the student using the map for the intended purpose? i.e.; Is the main

topic/subject recorded on the top line of the map? Did they record information

under the correct category in bullet form rather than verbatim sentences from the

text? Was the information recorded accurately gathered from the text?



Follow Through

Activities: • Print the class generated Tree Map from this lesson and create individual student

charts for students to keep in their book boxes as a reference tool

• Encourage students to draw and complete Tree Maps across the content areas


• Send home completed student Tree Maps with a brief explanation about the

purpose of the map for families to encourage classifying information beyond the

classroom environment

26

Title: Lesson 9: Sequencing with a Flow Map

Performance

Objective:


collaborate to complete a Flow Map to sequence ideas and information identified

from the text with accuracy using an Activeboard during a teacher facilitated shared

writing exercise.




• Projector

• Flow Map Template (See Appendix H)


• Blank paper

Time: 30 Minutes

Pre-Instructional

Activities: • Connect to prior learning by drawing a quick Flow Map on the whiteboard

• Ask a few students to describe why we would use a Flow Map to organize our

thinking


may occur

Content


a Flow Map to sequence ideas and information from a book.

• Review what it means to sequence (to organize in a chronological order)






• Tell students you want them to visualize three 3 main events and supporting

details from the book as you are reading to put in order on the Flow Map


questions

Learner


• Project the Flow Map template on the board using the Activeboard software

• Ask students to agree on 3 events from the text to sequence from left to right in

the 3 large rectangles on the Flow Map

• Model how to record these ideas as bullet points



• Ask students to add 2 supporting details to each event


legibly

• When the chart is completed, do a choral reading of the Flow Map

• Ask a few students to verbally summarize what they learned from sequencing

events and adding supporting details from the text



create their own Flow Maps



27

Title: Lesson 9: Sequencing with a Flow Map

• Is the student using the map for the intended purpose? i.e.; Are 3 main events

listed in the large rectangles form left to right? Did they record information in

bullet form rather than verbatim sentences from the text? Do the supporting

details relate to the main events?



Follow Through

Activities: • Print the class generated Flow Map from this lesson and create individual student

charts for students to keep in their book boxes as a reference tool

• Encourage students to draw and complete Flow Maps across the content areas


• Send home completed student Flow Maps with a brief explanation about the

purpose of the map for families to encourage sequencing events and adding

supporting details beyond the classroom environment

28

Title: Lesson 10: Using the I Can Read Closely Chart

Performance

Objective:

With their Reading Partner, students will use the I Can Read Closely chart and a

completed thinking map from a prior lesson to orally communicate understanding of

a book using the word “because” and accurately citing examples from the text as

observed by the classroom teacher.



• Digital T-Chart from Lesson 1

• Document Camera

• Class set of Individual I Can Read Closely charts (See Appendix I)

• A completed student map from any Lesson 5-9

• iPad for recording student conversations

Time: 30 minutes

Pre-Instructional

Activities: • Remind students that we have been learning about the features of fiction and

non-fiction texts

• Display the T-Chart on the Activeboard listing the text features for review

• Have a brief discussion, take questions, and clear up any misconceptions

• Remind students that we have also been learning to use maps to record ideas and

information using key words/pictures and bullets

Content


an I Can Read Closely chart to create sentences from the information we wrote

on our maps using examples from the book.

• Introduce the I Can Read Closely chart using the document camera for a clear

view for all students

• Using a completed student thinking map from a prior lesson, model how to

choose one of the sentence starters from the chart and the red highlighted word

“because” to communicate information about the book with specific examples

• Model how some sentence starters work best for non-fiction books (I learned)

and how others work best for fiction books (I feel)

• Model how to take turns orally creating sentences with a Reading Partner

Learner

Participation: • Tell students it is time for them to practice using the chart with their Reading

Partner

• Ask partners to find a spot in the room and take turns sharing sentences using the

chart and their thinking maps

• Inform students you will check in with each team to listen in as they work, and

you will be recording their conversations to use during conferring

• When they are finished, students should choose a book to read with their partner

until it is time to meet back as a class to share about their learning

Assessment: • As students are working, check in with each pair and use questioning to check

for conceptual understanding

• Use scaffolding and modeling as needed to support students who are not yet able

to independently construct a sentence using their map and chart for support

• Video record conversations to use during individual conferring during the

independent reading portion of Reader’s Workshop immediately following this

lesson

• Call groups back to the class discussion area and ask for a “private thumb”


Learning Target of using an I Can Read Closely chart to create sentences from

the information you wrote on your maps using examples from the book?”

29

Title: Lesson 10: Using the I Can Read Closely Chart



• Use the video recordings during conferring time to provide an opportunity for

students to evaluate and set goals for further learning

Follow Through


• Send home copies of the I Can Read Closely chart and encourage students to

show their parents how to have a conversation about a book using the word

“because” and citing examples from the text

30

Title: Lesson 11: Writing in Our Reader’s Response Journal

Performance

Objective:

This lesson combines six procedural performance objectives into a routine for

writing in a Reader’s Response Journal using the skills developed in prior lessons in

this instructional unit:

• Given books at their independent reading level, students will independently

choose a text they have read as verified by the classroom teacher.

• Having independently chosen a fiction or non-fiction text, students will

accurately select a text feature to examine that occurs in the text.

• Given a Reader’s Response Journal, students will record the date and the title

of the selected book with accuracy.

• Given a choice of five distinct Thinking Maps®, students will independently

select and reproduce an appropriate map in their journal to organize key ideas

for the selected text feature with accuracy.

• Having drawn a map to organize their thinking, students will select key

words, pictures, and or ideas from the text to complete the map with

accuracy.

• Using their map and the I Can Read Closely chart, students will write a

summary of their comprehension citing evidence and details from the text

without copying the text verbatim.


• Document Camera

• A student book box with a variety of leveled fiction and non-fiction texts

• I Can Read Closely chart (See Appendix I)

• Collaborative individual map charts created in Lessons 5-9

• Reader’s Response Journal (composition book or a spiral notebook

• Pencil

• Reader’s Response Checklist (See Appendix J)

Time: 20 minutes each for 3 consecutive days (and many times beyond completion of this

unit to expand and reinforce the process of writing about reading in your own

words.)

This lesson is designed to be followed by 30-40 minutes of independent

reading/writing as part of the daily Reader’s Workshop followed by a 10-15-minute

sharing component.

Pre-Instructional

Activities: • Generate enthusiasm by showing students their new Reader’s Response Journals

and individual I Can Read Closely charts that have been added to their individual

book boxes

• Connect with prior knowledge by reminding students that yesterday they

verbally practiced creating sentences using the chart and their maps with their

Reading Partners

Content

Presentation: • Ask a student to read the Learning Target posted on the whiteboard; We can read

closely and write about our thinking.

• Display the chart underneath the document camera and focus on the word

“write” at the top of the chart

• Acknowledge that the class has worked hard to learn about fiction and non-

fiction features and how to create thinking maps and they are now ready to use

these tools to independently write journal entries using their own words, pictures,

and examples from their books

31

Title: Lesson 11: Writing in Our Reader’s Response Journal

• Explain that you are going to model exactly what steps they will use each time

they create a journal entry

• Remind students to watch closely as you model the process and save their

questions until you are finished with the demonstration

o Select a book from a student book box and state if it is fiction or non-

fiction and explain which features helped you determine this

o Decide on a text feature to focus on (character, fact, photograph,

problem, etc.)

o Open the journal and copy the title of the chosen book and the date on the

top two lines

o Draw a map in the notebook that help organize your thinking about the

feature you will focus on (i.e., a Double Bubble Map to compare two

characters in a book)

o Show students how they can use the individual map charts in their book

boxes if they need some help drawing or choosing a map

o Demonstrate how to complete the map using key words or sketches from

the book without copying entire sentence onto the map (keep the

information concise for these first lessons)

o Model reading the information on the chart

o Use the I Can Read Closely chart to verbally construct a sentence using

the information from the map (ex. I think Danny and Sarah are friends

because they both like playing soccer and eating pizza.)

o For this first lesson, only model writing one summative sentence

o As you repeat this demonstration on future days, you can quickly move

through the first steps and focus on elaborating

• Ask for questions and clear up any misconceptions or confusion before sending

students off to try this on their own

Learner

Participation: • As students are writing independently provide feedback and support as needed

• Pull small groups of students to work alongside if they need additional

instruction

Assessment: • Call students back to the class discussion area and ask for a “private thumb”


Learning Target of reading closely and writing about your thinking?”

• Ask if there are any students who would like to share their writing with the class

under the document camera



• At the end of each day look through the student Response Journals and evaluate

using the Reader’s Response Checklist

• Use this data to plan for small group instruction or individual conferring as

needed

Follow Through

Activities: • Have students read their journal entries to their Reading Partners during the

Partner Reading portion of the daily Reader’s Workshop

• Have students select one entry that they will use to “publish” in our next lesson

32

Title: Lesson 12: Let’s Make A Movie

Performance

Objective:

Students will select one journal summary from their Reader’s Response Journal and

use this writing to create a short video book summary using iMovie and a checklist

for evaluation with teacher support in the Computer Lab.

Resources/Materials: • Let’s Make A Movie (teacher created instructional e-book created using Book

Creator

• Computer Lab with iPads

• Projector

• Activeboard for sharing e-book

• One student selected journal entry from their Reader’s Response Journal


• Older students from a Buddy Class or parent volunteers are highly recommended

to support the video recording and movie making for this project

Prerequisites For this lesson students will need experience with recording video on an iPad and

prior experience making a short iMovie with teacher support.

Time: Two 60-minute Computer Lab sessions on consecutive days

Pre-Instructional

Activities: • To generate excitement, students will view a teacher created e-book using the

interactive white board about turning a journal entry into a short video summary

• After viewing the e-book, students will have an opportunity to ask questions and

receive clarification about creating their project

Content

Presentation: • Ask students to bring their Readers Response Journals with the entry they

selected to “publish” in the prior lesson to the Computer Lab

• Use the document camera to present the student side of the checklist they will

follow to create their video summary

• Check for understanding and clarify confusion or misconceptions

• Review the procedures and expectations for using the iPads to record video

• Model how Reading Partners will first practice reading their selected entries

several times before using the video recording feature on their iPads

• Review how to edit and save video with iMovie

• Remind students that we will have two Computer Lab sessions to complete this

project

• Encourage students to seek help from the volunteers you have available for this

project

Learner

Participation: • Send Reading Partners off to make their recordings

• As groups are working provide feedback and support as needed

• As students finish with the recording, use volunteers, older peers, etc. to provide

support with making the iMovie as needed based on the technology skills and

prior experience of your learners

Assessment: • Observe students as they are rehearsing and recording their video journal

summaries

• Check with students to be sure they are including and understanding the

components of the checklist

Follow Through

Activities: • Students who complete the project early can help peers or create a second video

summary

33

Title: Lesson 13: Let’s Watch Your Movie

Performance

Objective:

Students will present their iMovie to the class using the Activeboard and answer

questions from peers and the teacher to demonstrate comprehension citing examples

from the text.

Resources/Materials: • Promethean Activeboard


• iMovie files in an easily accessible location on district server

• Document Camera


Time: 6-minute presentations for 20 students = 120 minutes

*Spread these intermittently across two days to maximize attention and engagement

Pre-Instructional

Activities: • Review the classroom expectations for audience behavior

• Review the classroom expectations for presentations

Content

Presentation: • Use the document camera to remind students of the content and presentation

components that students used to create their movies using the checklist

• Remind students to be thinking of specific questions they have about the book

for the presenters after they have watched the movie

Learner

Participation: • Invite students to come up to the Activeboard when it is their turn to present

• Using the Activeboard pen, have students play their iMovie

• After the applause from the audience, invite the presenter to choose three

questions from the student audience

• Repeat this procedure for 3 or 4 presentations at a time at various times over the

course of the two presentation days

Assessment: • As students are presenting complete the teacher half of the checklist

• Ask any specific follow up questions you might have to elicit student

comprehension about the book they read to write their summary

Follow Through

Activities: • Continue to access and monitor student writing in the Reader’s Response Journal

throughout the year using the tools created for this unit

• Repeat, modify, or enhance any of the lessons as needed to support or extend

learning based on the needs of the target audience

34

References

https://www.apple.com/imovie

https://bookcreator.com

Hyerle, D. (2004). Thinking Maps® as a Transformational Language for Learning. In D. Hyerle, S. Curtis

(Eds.) & L. Alper, Student successes with thinking maps: School-based research, results, and models for

achievement using visual tools (pp. 1-16). Thousand Oaks, CA, US: Corwin Press.

https://www.prometheanworld.com

https://www.weebly.com

Willems, Mo. There Is a Bird on Your Head! Hyperion Books for Children, 2010.

35

Appendix A: Anecdotal Record Form

Appendix B: Fiction Features Checklist

Appendix C: Exit Interview Form

Appendix D: Circle Map Template

Appendix E: Bubble Map Template

Appendix F: Double Bubble Map Template

Appendix G: Tree Map Template

Appendix H: Flow Map Template

Appendix I: I Can Read Closely Chart

Appendix J: Reader’s Response Checklist

Appendix K: Checklist for Video Book Summary

Appendices

36

Anecdotal Record Form

Name Notes

Appendix A

37

Fiction Features Checklist

Name:

Name:

Character:

Character:

Setting:

Setting:

Problem:

Problem:

Solution:

Solution:

Next Steps:

Next Steps:

Appendix B

38

Appendix C

39

Appendix D

40

Appendix E

41

Appendix F

42

Appendix G

43

Appendix H

44

I Can Read Closely Chart Appendix I

45

Checklist for Reader’s Response Journals

Name: ____________________________________________ Date: __________

Title of the book has been accurately recorded by the student. Yes

No

Student has accurately recorded the date. Yes

No

Student has accurately drawn and completed a thinking map using key

words, pictures, and examples from the text. Yes

No

Student has written at least one summarizing sentence using the

information recorded on the map. Yes

No

Student used appropriate sentence starters and the word “because” in

the summary sentence(s). Yes

No

Student has copied portions of the text verbatim. (Within the text.) Yes

No

Appendix J

46

Checklist for My Video Book Summary

Student: Teacher: Introduction Introduction

Hi! My name is … Hi! My name is …

I read this book… Show Cover I read this book… Show Cover

Content Content

I wrote about what I learned

or thought about the book.

Wrote about ideas and

information about the book.

I gave examples from the

book.

Gave examples from the

book. Closing Closing

I have a closing statement. Has a closing statement. Presentation Presentation

I looked into the camera. Looked into the camera.

I spoke clearly. Spoke clearly. Self Evaluation Teacher Comments

I put forth my best effort!

Appendix K

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