Text Title: Wish Stealers by Tracy Trivas
Level: 710L
Fiction - fantasy
Book Introduction (Before Reading)
- First I will call my blue group to the table.
- "Blue group please meet me at the back table and
bring your book box and reading book."
- This will consist of a small group of students
within the class who are at the same reading level as determined by previous
assessment.
- "Today we are going to discuss chapter 2 of Wish
Stealers. Before we start let's review what we learned in chapter 1 of the
story."
- Go around the table and ask individual students the
following questions and have students find evidence in the text to support
their answer :
CCSS.ELA-LITERACY.RL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
"Who is the main charter of this story? That's right,
her name is Griffin."
"Is there anything special about Griffin's
characteristics or what she looks like? Yes, she has freckles on her face that
look like a star."
"Where does Griffin and her mom stop at on the way to
her music lesson?" They stop at Mr. Schmidt store.
"What kind of store does Mr. Schmidt own?"
antiques and collectibles
"What happens while they are in the store?"
Griffin is looking for a gift for her pet. She meets the
store owners great aunt who gives her an Indian Head penny.
"Do you think it was a good idea to take the penny from
Mr. Schmidt's great aunt, Moriah?"
"What do you think is going to happen next?"
I will then lead the students into our phonics
activity.
- "Before we begin the new chapter I want us to take a
look at a few words where we are looking at the prefix and suffix of
words."
- "Can anyone remind us what a prefix is?"
- "Can anyone remind us what a suffix is?"
- We are going to be looking at these specific words
today"
- Introduce the first word by writing down the word on a dry
erase board.
- Ask students to identify the affix.
-Underline the affix in one color.
-Have the students use their flip book to find the meaning
of the affix.
-Write the affix definition on the board.
-Then, have students identify the root word and allow
students to use the flip book of needed.
-Once the word has been broken down into the different roots
and affixes ask students to try to decode the word meaning.
-Ask students to turn to the page the word is on and read
the sentence with the word together.
- Allow students to pair share what they think the word
means and how they know.
- Allow students to share their answers.
- Provide students with a definition of the word.
Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in context and out of context
words: portable, terrarium, imposter,
inexcusable, desperate
Word Work: flip
book activity
Vocabulary Focus:
ominous (pg.12)
portable (pg.12)
jolted (pg.15)
gingerly (pg.16)
- Before reading the chapter, I will introduce each
vocabulary term by writing the term on the dry erase board.
-Together we will discuss the meaning of the term by turning
to the page in the text the term is on.
- I will remind students to use their context clues to guide
them. I will have students pair share their ideas of what they believe the term
means and I will clarify the definition if necessary.
-We will then complete an activity. The activity has each
student role a die and whatever number they land on has a corresponding sheet
that lists the task they must complete.
- We will continue this until each term has
been addressed.
Work Work Activity: Rock N' Roll Vocabulary
During Reading
- Before we begin reading I will ask students to take out
their post it flags from their book box.
- I will tell students to flag a line in the book if it
contains a new vocabulary word.
-Each student will take turns reading until the the chapter
has been completed.
- While one student is reading the other students should be
following along in their own text.
- I will remind students I am listening for
active and engaged voices.
- As students are reading I will be
taking anecdotal notes on each student noting fluency and decoding
strategies used, if any.
After Reading
- Have a brief review of the chapter with students
- "Are there any questions you had answered after
reading this chapter?"
- "What was the main problem in this chapter?"
- "Are there any questions you still have that you hope
are answered next time?"
Writing Activity
- "I want you to think of a time when you were tricked
by someone like our main character, Griffin. Write about the experience in your
writer's journal."
- Model an example of a response for the students.
Materials
- group set of The Wish Stealers
- book box
- group set of vocabulary flip book
- vocabulary rock n roll sheet
- dice
- post it flags
- writers journals
