1 - Reading Teaching Fellow Guide

5/21/2019 #Reading Teaching Fellow Guide - Google Docs

 
 

Reading Day 14 

Lesson Prep  ● Familiarize yourself with reader’s theater protocol and Tanka 
(Minutes)  instructions 

● Put vocab words on the Word Wall 
● Make your own Tanka 
● Create a sentence for the Why Care, thinking about why they 

should be invested in the learning and discussion today. 
● Create the Measurable Outcome based on the reading. What 

will you emphasize throughout the lesson and what will be the 
outcome for students? 
● Prepare any student-tracked figurative language for the day  

Do Now (5)  ● Students complete the Do Now routine by discussing at their 
tables the Discussion Questions on their Guided Notes.  

● After 3 minutes, students take 1 minute to summarize their 
group’s discussion.  

● Draw names from a cup and have those students share about 
their group.  

● If students are still struggling with names, have them introduce 
the students in their group before sharing their group’s 

discussion highlights. 

Why Care (1)   

Measurable   

Outcome (1) 

Read Aloud  Read pp. 207-222 from The Crossover. 
(10) 

Discussion  ● Why is Josh still in a bad mood even after his dad wakes up? 
(5)  What does this tell you about his character?(207-209)  

● What does their dad want for Josh and JB? Why? (208-on) 
● What happens as Josh and his dad ask each other questions? 

(210-211) 
● What does basketball rule #9 (214) mean in the story? What 

connections can you make to your own life? 
● What happens as they are about to leave for the final game? 

How do they each react? What does this tell you about each 
brother?(215-216) 
● What happens in the final game? Why doesn’t Jordan play? 
Why does Josh play? What does this tell you about each 
brother? (216-222) 

Readers’  ● Ask for 4 readers: two to practice and then perform “Santa 

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5/21/2019 #Reading Teaching Fellow Guide - Google Docs

Theater &   
Vocab (5) 
Claus Stops By” pp. 207-209 (2 readers) & two more to practice 
and perform “Questions” pp. 210-211(2 readers) 
● Review vocab, encourage student performance, and name 
positive, specific feedback for the students, for example: You 
were so clear! Your voice was just the right noise level and you 
used great emotion! 

Tanka (10)  ● Read and familiarize students with the tanka form 
● you may have to re-teach how to count syllables. Have 

students tap or clap them out. 
● Re-read the tanka on page 212 and have students count out 

the syllables. 
● Generate a list of ideas for tanka poems: pets, feelings, colors, 

sports, friends.  
● Share your own tanka and explain the steps and process you 

took. (This is called metacognition, or thinking about thinking -- 
explaining how you went through it can give students a 
roadmap to use when they’re in productive struggle) 

Book Talk (0)  No Book Talk today. 

DEAR Time  Run DEAR Routine: 
(12) 
Find your spot quickly and quietly 
● Transfer to your spot 
● Space yourself appropriately so you won’t be distracted  

Get your book  
● Hold your book in the air if you have it, raise your hand if you 
need to go to the library to pick a book out 

Read, Read, Read! 
● Monitor the library and all students 
● Conference with students about their books 

Silent Close Out 
● Cue for the end of DEAR Time 
● 1 minute for books away and all things back to your seat 

Closure (1)  Thank you for your willingness to discuss, share, and read today!  
 
Give shout outs to students who engaged in the conversations and 
supported others’ learning. 
  
When I call your group number, please return your Guided Notes 
packet by your number on the Entrance Table and you can leave. 
Have a great day!  

 
  

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Reading Day 15 

Lesson Prep  ● Gather large sheets of chart paper, markers, and the small 
(Minutes)  sheets of printed paper.  

● Tape the questions to each of the large chart papers and 
spread them around the room. 

● Gather markers. Ideally, each student will have a different color 
marker. 

● Add daily vocabulary words to Word Wall 
● Create a sentence for the Why Care, thinking about why they 

should be invested in the learning and discussion today. 
● Create the Measurable Outcome based on the reading. What 

will you emphasize throughout the lesson and what will be the 
outcome for students?  
● Read the Do Now and Table-Top Twitter Questions. Write your 
own responses to both. 
● Make sure you have strong definitions for the vocabulary. 
● Review Table-Top Twitter Activity directions and materials to 
ensure you are fully prepared. 
● Prepare any student-tracked figurative language for the day. 

Do Now (5)  ● Students complete the Do Now routine by discussing at their 
tables the Discussion Questions on their Guided Notes.  

● After 3 minutes, students take 1 minute to summarize their 
group’s discussion.  

● Draw names from a cup and have those students share about 
their group.  

● If students are still struggling with names, have them introduce 
the students in their group before sharing their group’s 

discussion highlights. 

Why Care (1)   

Measurable   

Outcome (1) 

Read Aloud  Read pp. 225-end. Invite student reactions.  
(10) 

Table-Top  Table-Top Twitter Directions 
Twitter (15)  ● At each table is a question about the text. 
● Your job is to answer the question and then respond to another 
person’s answer! 
● You can draw lines linking your thinking. You can draw images! 
● We encourage you to use complete sentences and lots of 
evidence from the text. 

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Debrief 
● Go response by response, highlighting strong student responses. 
● At the end, ask students: What lesson do you think the author 
wants us to learn from this book? 
● Gather student ideas on the board, prompting for complete 
sentences. Ask students to back up their thinking. 
● Say, This is called a theme, it’s the moral or message of the 
story. 

Book Talk (5)  Remind students what a book talk is and that students will each have 
the opportunity to share a book they have read recently with their 
peers throughout the summer (1 student/day). 
 
Student gives book talk. Others listen/ask questions/shout out student. 

DEAR Time  Run DEAR Routine: 
(12) 
Find your spot quickly and quietly 
● Transfer to your spot 
● Space yourself appropriately so you won’t be distracted  

Get your book  
● Hold your book in the air if you have it, raise your hand if you 
need to go to the library to pick a book out 

Read, Read, Read! 
● Monitor the library and all students 
● Conference with students about their books 

Silent Close Out 
● Cue for the end of DEAR Time 
● 1 minute for books away and all things back to your seat 

Closure (1)  Thank you for your willingness to discuss, share, and read today!  
 
Give shout outs to students who engaged in the conversations and 
supported others’ learning. 
  
When I call your group number, please return your Guided Notes 
packet by your number on the Entrance Table and you can leave. 
Have a great day!  

 
  

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Reading Day 16 

Lesson Prep  ● Print Kwame Alexander’s bio (1 per student) 
(Minutes)  ● Create a sentence for the Why Care, thinking about why they 

should be invested in the learning and discussion today. 
● Create the Measurable Outcome based on the reading. What 

will you emphasize throughout the lesson and what will be the 
outcome for students?  
● Read over the biography and the reader’s response books. 

Do Now (5)  ● Students complete the Do Now routine by discussing at their 
tables the Discussion Questions on their Guided Notes.  

● After 3 minutes, students take 1 minute to summarize their 
group’s discussion.  

● Draw names from a cup and have those students share about 
their group.  

● If students are still struggling with names, have them introduce 
the students in their group before sharing their group’s 

discussion highlights. 

Why Care (1)   

Measurable   

Outcome (1) 

RenSTAR Test  Students will independently complete the RenSTAR Reading test. This 
will likely take students 20 minutes on average, but some will finish 
(20) 
faster or slower. 

Kwame  As students finish RenSTAR, they should read Kwame Alexander’s bio 
Alexander  and the question & answers from his website. Have them prepare to 
Bio (4)  share one interesting fact or learning about Kwame Alexander. 

Kwame  Choose a discussion/group work strategy for this activity. 
Alexander  ● https://www.youtube.com/watch?v=8ygCxaDqswA 
Video (5) 
Discussion: How did the video help you better understand the author? 
How did the biography of the author help you understand the book?  

Book Talk (0)  No book talk today because of RenSTAR test. 

DEAR Time  Run DEAR Routine: 
(12)  Find your spot quickly and quietly 

● Transfer to your spot 
● Space yourself appropriately so you won’t be distracted  
Get your book  
● Hold your book in the air if you have it, raise your hand if you 

need to go to the library to pick a book out 

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Read, Read, Read! 
● Monitor the library and all students 
● Conference with students about their books 

Silent Close Out 
● Cue for the end of DEAR Time 
● 1 minute for books away and all things back to your seat 

Closure (1)  Thank you for effort and focus on the RenSTAR test today!  
 
Give shout outs to students who demonstrated strong effort on 
RenSTAR or reflection on their classwork packet; or who engaged in 
the conversations and supported others’ learning. 
  
When I call your group number, please return your Guided Notes 
packet by your number on the Entrance Table and you can leave. 
Have a great day!  

 
  

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Reading Day 17 

Lesson Prep  ● Create a sentence for the Why Care, thinking about why they 
(Minutes)  should be invested in the learning and discussion today. 

● Create the Measurable Outcome based on the reading. What 
will you emphasize throughout the lesson and what will be the 
outcome for students? 

● Review the students’ author’s bio and make changes -- focus 
on basic grammar and spelling but more specifically on 
organization, main ideas and relevant information. 

Do Now (5)  ● Students complete the Do Now routine by discussing at their 
tables the Discussion Questions on their Guided Notes.  

● After 3 minutes, students take 1 minute to summarize their 
group’s discussion.  

● Draw names from a cup and have those students share about 
their group.  

● If students are still struggling with names, have them introduce 
the students in their group before sharing their group’s 

discussion highlights. 

Why Care (1)   

Measurable   

Outcome (1) 

Reader’s  Walk through the directions: With a partner, write an explanation of 
Response  each Basketball Rule and how it connects to the story and to life in 
Book (22)  general.  

● Encourage students to go back into the text and read the 
context around each rule.  

● Celebrate discussion amongst students by “positive call outs” to 
students who are talking to each other well.  

Book Talk (5)  Remind students what a book talk is and that students will each have 
the opportunity to share a book they have read recently with their 
peers throughout the summer (1 student/day). 
 
Student gives book talk. Others listen/ask questions/shout out student. 

DEAR Time  Run DEAR Routine: 
(15) 
Find your spot quickly and quietly 
● Transfer to your spot 
● Space yourself appropriately so you won’t be distracted  

Get your book  
● Hold your book in the air if you have it, raise your hand if you 

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need to go to the library to pick a book out 
Read, Read, Read! 

● Monitor the library and all students 
● Conference with students about their books 
Silent Close Out 
● Cue for the end of DEAR Time 
● 1 minute for books away and all things back to your seat 

Closure (1)  Thank you for your willingness to discuss, share, and read today!  
 
Give shout outs to students who engaged in the conversations and 
supported others’ learning. 
  
When I call your group number, please return your Guided Notes 
packet by your number on the Entrance Table and you can leave. 
Have a great day!  

 
  

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Reading Day 18 

Lesson Prep  ● Create a sentence for the Why Care, thinking about why they 
(Minutes)  should be invested in the learning and discussion today. 

● Create the Measurable Outcome based on the reading. What 
will you emphasize throughout the lesson and what will be the 
outcome for students? 

● Look over “This I believe” essay handout and choose a student 
example or write your own. Student examples: 
https://thisibelieve.org/feature/student-essays/ 

Do Now (5)  ● Students complete the Do Now routine by discussing at their 
tables the Discussion Questions on their Guided Notes.  

● After 3 minutes, students take 1 minute to summarize their 
group’s discussion.  

● Draw names from a cup and have those students share about 
their group.  

● If students are still struggling with names, have them introduce 
the students in their group before sharing their group’s 

discussion highlights. 

Why Care (1)   

Measurable   

Outcome (1) 

Read Aloud  Intro to “This I Believe” 
(10)  “This I Believe” is an international organization engaging people in 
writing and sharing essays describing the core values that guide their 
daily lives. Over 125,000 of these essays, written by people from all 
walks of life, have been archived here on our website, heard on public 
radio, chronicled through our books, and featured in weekly podcasts. 
The project is based on the popular 1950s radio series of the same 
name hosted by Edward R. Murrow. 
 
We will write our own “This I Believe” essays. You can work solo or with 
a partner. We will be using the same guidelines as the actual website, 
because if you want to, you can submit your “This I Believe” essay to 
the organization for a chance to be published on their website.  
 
https://thisibelieve.org/kelloggs-corn-flakes/submit-essay/#_EssayForm
=first 
 
Your essay should... 

Tell a story about you: Be specific. Take a belief that is grounded in the 

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events that have shaped your own values. Consider moments when 
belief was formed or tested or changed. Think of your own 
experiences and family, and tell of the things you know that no one 
else does. Your story need not be heart-warming or gut-wrenching—it 
can even be funny—but it should be real, and represent YOU! You’re 
funniest, strangest, kindest, saddest, realest self. 

Be brief: Your statement should be between 500 and 600 words. That’s 
about three minutes when read aloud at your natural pace. 

Name your belief: Pick one belief, and be able to write it into a 
sentence or two. That will help keep your essay short.  

Be positive: Write about what you do believe, not what you don’t 
believe.  

Be personal: Make your essay about you; speak in the first person. Tell 
a story from your own life. Write in words and phrases that are 
comfortable for you to speak. Include your home language or dialect. 
We recommend you read your essay aloud to yourself several times, 
and each time edit it and simplify it until you find the words, tone, and 
story that truly echo your belief and the way you speak. 

Use 3 types of figurative language: Look back over our work from the 
beginning of the unit. We have studied: 

Metaphor, simile, onomatopoeia, alliteration, repetition, 
personification, hyperbole, and rhyme/rhythm 

Your job is to use 3 of them in your essay. Did you know you can use 
figurative language in prose, not just poetry? It does the same thing -- 
helps build an image in a reader’s mind.  

Choosing a Topic 
● Because the rubric leaves room for a lot of choice, I encourage 

you to have students visit the featured essays site and not only 
read, but listen to real examples.  
● They can see that this isn’t just another run-of-the-mill 
assignment, but that what they believe is important and writing 
is just one way to share those beliefs. Here explain the end goal: 
a written read aloud and celebration of their “This I Believe” 
essays 
● After giving students time to explore the site, have them “rush 
write” in their notebooks to see what immediate ideas they 
captured to help start the brainstorming process. Here’s the 
prompt: 
 

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● After students generated this list, ask them to consider what 

they want to write about and share with others. 
● For some, deciding what to write about will be easy and they 

will want to begin drafting immediately. However, others will 
struggle not so much with what they believe, but how to write 
about it.  
● These strategies can help them with any “writer’s blocks” 
● Focus on “most memorables”: most memorable events in life so 
far, most memorable stuffed animal, most memorable friends, 
family experiences, life lessons learned, and so on.  
● Ask them to focus on why they remember what they 
remember, and whether or not it impacts any of their beliefs. 
For example, you could say something your grandmother 
always tells you that still provides comfort as you’ve gotten 
older.  
● Another strategy you can try using involves sentence stems:  

○ I know I am the way I am today because______.  
○ I know I think about things the way I do because _______.  
○ I think most people would describe me as ______. 

Planning the  ● For each stage of the graphic organizer (included in the 
Essay (15)  Guided Notes) we will practice a strategy called “catch and 
release”  

● For each “box," model with a think aloud how you would fill it in. 
● Then, release students to work on their specific box.  
● As students work, walk around. Begin with the students who 

seem like they’re doing ok, do a quick positive check in, and 
then spend some time with the students who are struggling. 
● After most students are done, catch them back and let them 
share with each other. This can help motivate students and 
allow different students to shine.  
● Repeat this with each section of the graphic organizer.  
● Remember - be encouraging! Not only is writing hard, but 
writing about personal stuff is even more challenging! Students, 
especially the ones putting up the most challenge, need the 
most cheerleading. 

Book Talk (5)  Remind students what a book talk is and that students will each have 

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the opportunity to share a book they have read recently with their 
peers throughout the summer (1 student/day). 
 
Student gives book talk. Others listen/ask questions/shout out student. 

DEAR Time  Run DEAR Routine: 
(12) 
Find your spot quickly and quietly 
● Transfer to your spot 
● Space yourself appropriately so you won’t be distracted  

Get your book  
● Hold your book in the air if you have it, raise your hand if you 
need to go to the library to pick a book out 

Read, Read, Read! 
● Monitor the library and all students 
● Conference with students about their books 

Silent Close Out 
● Cue for the end of DEAR Time 
● 1 minute for books away and all things back to your seat 

Closure (1)  Thank you for your thoughtful and creative writing work today! 
 
Give shout outs to students who engaged in the conversations and 
supported others’ learning. 

  

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Reading Day 19 

Lesson Prep  ● Scaffold the writing: I’ve included “sentence starters” in 
(Minutes)  previous lessons. Now, write some of your own! Don’t give these 
to every child, but the ones who might need help getting 
started. If you have questions on how to scaffold a sentence 
starter, ask your coach!  

● Print rotation stations and set them up at tables around the 
room (you’ll need sticky notes, and markers and highlighters if 
they hand wrote their essays) 

● Create a sentence for the Why Care, thinking about why they 
should be invested in the learning and discussion today. 

● Create the Measurable Outcome based on the reading. What 
will you emphasize throughout the lesson and what will be the 
outcome for students?  

● Read the lesson plans and focus on rotation stations -- plan 
where you will be and what guiding questions you will ask 
students to really get them to invest in bettering their writing. 
The most common refrain from students is “I think it’s fine, I don’t 
know how to fix it!” and it’s our joy to help them see that 
revision is as important a step as any other. 

● Plan how students will write -- if on computer, how? A glogster? 
A word doc? On paper?  

Do Now (5)  ● Students complete the Do Now routine by discussing at their 
tables the Discussion Questions on their Guided Notes.  

● After 3 minutes, students take 1 minute to summarize their 
group’s discussion.  

● Draw names from a cup and have those students share about 
their group.  

● If students are still struggling with names, have them introduce 
the students in their group before sharing their group’s 

discussion highlights. 

Why Care (1)   

Measurable   

Outcome (1) 

“Starbucks  Tell students the first half of class is for writing, and we will engage in 
Mode”(15)  “Starbucks Mode” 
Ask: has anyone ever been to a fancy coffee shop like Starbucks, or 

seen people working in coffee shops in TV or movies? What was it like? 

 
Say: Starbucks Mode means:  

- headphones on if you want jams 

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- sit where you will be successful 
- It’s Starbucks so we’re all “strangers” here. Try to keep talking to 

a minimum  
- Think quiet, peaceful coffee shop vibes! 
 
Check in with the confident writers first with a few words of 
encouragement, and then circulate amongst your writers who need 
extra support. 

Rotation  ● Explain that while writing is the first part of an assignment, 
Stations (15)  editing is just as important. Editing allows us to refine our ideas 
and build on them. It makes our writing clear for an audience. 
We write for ourselves, we edit for others. These rotation stations 
will help us edit our essays and make the best possible version of 
them.  

● There are 4 rotation stations, so time about 3-5 minutes each.  
● Go over the directions for each station first. The directions are 

right on the papers in case students need a refresher (they will)  
● Set noise level expectations for each station 
● Split students up so they rotate through stations in groups of 2-4 
● Praise students who stay on task, and encourage students to 

dig deeper with well-generated questions 

DEAR Time  Run DEAR Routine: 
(12) 
Find your spot quickly and quietly 
● Transfer to your spot 
● Space yourself appropriately so you won’t be distracted  

Get your book  
● Hold your book in the air if you have it, raise your hand if you 
need to go to the library to pick a book out 

Read, Read, Read! 
● Monitor the library and all students 
● Conference with students about their books 

Silent Close Out 
● Cue for the end of DEAR Time 
● 1 minute for books away and all things back to your seat 

Closure (1)  Thank you for your willingness to write and put in the hard work of 
  revision!  
 
Give shout outs for hard work in writing and good conversations in 
editing. 
  
TF: When I call your group number, please return your Guided Notes 
packet by your number on the Entrance Table and you can leave. 
Have a great day! 

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Reading Day 20 

Lesson Prep  ● Set up a place where students and their families/guardians will 
(Minutes)  be able to access their recordings. My suggestion is to create a 
Google Website (you can password protect it and make the 
password Steam2019 or something similarly easy to remember)  

● Set up the ability to record student reading -- cell phone or 
computer with a microphone is fine. You do not have to visually 

record -- just audio, like the real thing! 
● Get bright color paper and markers for the “Yearbook”  
● Write each student’s name in the middle of a piece of color 

paper  
● We want students to read aloud their “This I Believe” essays and 

record them for our own little website -a true testament to their 
learning 
● Come up with some common concerns your students may 
have -- about reading aloud, their voice, their work, etc. 
● Plan how you will address those concerns with care but also 

holding them accountable for doing the work!  
● Record your own “This I Believe” essay. What are some 

challenges?  
● Reflect on the summer so you can model reflective thinking to 

the students. 

Do Now (5)  ● Students complete the Do Now routine by discussing at their 
tables the Discussion Questions on their Guided Notes.  

● After 3 minutes, students take 1 minute to summarize their 
group’s discussion.  

● Draw names from a cup and have those students share about 
their group.  

● If students are still struggling with names, have them introduce 
the students in their group before sharing their group’s 

discussion highlights. 

Why Care (1)   

Measurable   

Outcome (1) 

Read Aloud  ● Say: “One at a time, we will stand up and read out loud our 
& Record  “This I Believe” essay. I will record you using __________________, 
(15)  so we can put the recordings 
____________________________________ where you can access 
them at any time.  

● Set expectations for students: when a reader is reading, we are 
silent, eyes tracking the speaker. If they struggle, come up with 

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a universal silent signal (like the “shine” hand motion) and when 
they finish, how with the class commend them? (snaps, claps, 
etc.)  
● If students are nervous, go first! Even if you already recorded 
yourself.  

“Yearbook”  ● Say: “what an amazing summer it has been. In order to 
Signing (15)  remember our group, I thought we could do something really 
sweet. I wrote your names on these pieces of paper. I’ll give 
each of you a marker. You can go around and write a nice 
note to each of your peers (and me!). What are some nice 
things we could say?” (ask for student responses) 

● Steer students away from simply signing their name or writing 
something inappropriate. Set the expectation for positivity!  

● If there’s extra time before DEAR, have students do a rose & 
thorn -- one thing that was really tough this summer, and one 
thing they’re happy about/proudest of. 

DEAR Time  Run DEAR Routine: 
(12) 
Find your spot quickly and quietly 
● Transfer to your spot 
● Space yourself appropriately so you won’t be distracted  

Get your book  
● Hold your book in the air if you have it, raise your hand if you 
need to go to the library to pick a book out 

Read, Read, Read! 
● Monitor the library and all students 
● Conference with students about their books 

Silent Close Out 
● Cue for the end of DEAR Time 
● 1 minute for books away and all things back to your seat 

Closure (1)  Thank you for your willingness to discuss, share, and read today!  
   
Give shout outs to students who engaged in the conversations and 
supported others’ learning. 
  
When I call your group number, please return your Guided Notes 
packet by your number on the Entrance Table and you can leave. 
Have a great day!  

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