Intermediate Shared Reading Planner (Five-Day Cycle)
Based on Text Savvy: Using a Shared Reading Framework to Build Comprehension
By Sarah Daunis and Maria Cassiani Iams
Text: Planning for Each Day… Using Nonfiction features
Unit of Study Connection:
Monday: Having a First Glance Text Introduction
Previewing the text and having I chose this article because we have been working hard on discovering the
expectations difference between important and interesting information in our reading.
previewing text This work helps us determine what the main idea of a nonfiction article. This
scanning page and pointing out will help you decide what details are important and improve on your ability
features to summarize.
confirming genre after text is Direct Readers’ Listening of the Content of the Text (I’d like you to look
read and listen for…”)
setting expectations for the text As I read the article, I want you to follow along with me and pay particular
setting a purpose for reading attention to what the main idea of the article is about— The main idea of a
paragraph is what that paragraph is about. The rest of the sentences
are details that support the main idea. To find the main idea, ask
yourself, "What is it about?"
***Teacher Reads Entire Text Aloud
Connection We have been working on personal narratives and are moving
on to realistic fiction, but I know that much of our reading as adults is
informational or nonfiction text. I notice that the tell is Summer of the
Shark, so this tells me that this is going to be about sharks.
Teaching Point previewing the text can help you understand what the text is
about and the genre. This can help you understand if a text is informational
fact or opinion
Teacher Demonstration (TO) Let’s see…The sub title says, Super
Shark Senses Let Sharks See, Her and Smell Under Water.
Teacher and Students Collaborate(WITH) (Finding sub topics, charts, wording
in the form of a wave, internet connection, pictures, diagrams, side view,
graphics,)Using the photo and caption determine with the kids that the diagram at
the bottom compares the sizes of the sharks and are clues telling the radar that they
are going to learn facts about sharks.
Student to Student Work (BY) Read the chart at the bottom and think about
what it might have to do with the article, why it might be important enough for the
author to include with the senses.
Tuesday: Doing a Double Take Connection Yesterday we. Yesterday we saw how text features give us a
Locating oneself in the text preview before we read
thinking, “What do I know about
this topic already?”
thinking, “What might be new
information for me?” Teaching Point : What information is important to hold onto, the big ideas
explaining, “These connections
help me understand the text
because…” Active Engagement
explaining, “These questions Teacher Demonstration (TO) Teacher will reread the first paragraph
help me understand the text and determine that the article seems to be testing the “rumor” that
because…” sharks are dangerous. The big idea or main idea seems to be that
reading and thinking, “What is sharks are not dangerous as people report them to be.
the text mostly about?”
reading and thinking, “What
information is important and Teacher and Students Collaborate (WITH) Read second and third
what information is interesting?” paragraph together to determine if there are facts to support the main
idea. Bullet details (it says that sharks don’t really like to bite people
and that great white sharks prefers to eat a seal and bull shark loves
fish and even another shark. Details that show sharks prefer to eat
other fish than people) Main idea of section is sharks are not as
dangerous as people think. .
Student to Student Work (BY) students read fourth and fifth
paragraph with partners and complete. Continue to bullet details.
Wednesday: Filling in the Picture Connection
Envisioning Yesterday we read the article to determine the main idea and supporting
creating a movie in your mind details
thinking about what you see in
your mind’s eye Teaching Point types of punctuation
creating graphic organizers you
can see in your head
reading and “filing” information Active Engagement
sketching a picture or diagram Teacher Demonstration (TO) As I read the article, I noticed that
there are different types of punctuation. In the first paragraph, I that
the first sentence ends with a period. This type of sentience is called
a declarative sentence. It declares information. I also see an
exclamation point. This is called an exclamatory sentence.
Teacher and Students Collaborate (WITH teacher and student will
look or other types of punctuation—Paragraph one also has a
Student to Student Work (BY) students will list other types of
punctuation and how they are used: comma before quotation,
quotation marks. Period before quotation marks. semi colon,
commas for numbers)
Thursday: Digging Deeper Connection Yesterday we talked types of punctuation an
thinking about the big ideas in a
text Teaching Point: Today I want you to think about the big idea in the story .
thinking about the moral or What was the author’s purpose or perspective
lesson of a story
paying close attention while
reading to detect the author’s Active Engagement
tone and slant Teacher Demonstration (TO Reread to determine perspective. PIIE
identifying the author’s
perspective Teacher and Students Collaborate(WITH) Let’s continue to read on
and see if you can find future evidence to support this claim. Look
for factual information on a T chart.?
Student to Student Work(BY) students will work with partner to fin
additional text support.
Friday: Getting the Big Picture Connection: We have been working all week on dissecting an informational
Synthesizing text article.
reading and thinking, “What do I
know now about this topic?
Where is the evidence to support Teaching Point
my thinking?” prepare for accountable talk
reading and thinking, “How has
my thinking changed? How
have I revised my thinking?” Active Engagement
stating what the text is mostly Teacher Demonstration(TO) We have also been working on retelling
about in reading and summarizing. We know that summarizing is taking
having ideas about the text as a the important information only and telling about it. We also know
whole that great learning happens when we have accountable talk. Since the
preparing for accountable article was about a “rumor” that sharks are dangerous, we’re going
conversation to talk about why people feel that way and how “rumors” start.
Teacher and Students Collaborate (WITH) Teacher models with
Student to Student Work (BY) Students have courageous
conversations in small groups.