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					                       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.
 defining genre
 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
                                      ***Text Discussion
                                      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

                                      Active Engagement
                                             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.

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