okay, as talking about a text is new territory for these students. Continue to think-aloud, explain your response, and eventually, students will join the noticing conversations.
Time to Reflect
Reserve time to mull over what you’ve read in this chapter. Discuss the questions that follow with yourself or a colleague who is also reading this book.
How do guided practice lessons improve developing readers?
Why is it important for students to do the lion’s share of the work?
Why are kid-watching and taking observational notes important to student’s progress?
Descriptions of Images and Figures
Back to Figure
The notes read as follows:
2.20.2020
Sisters
Page 57 (passed goal of page 35)
Good comprehension
Was able to retell what was read since last conference.
Felt book was at a good independent reading level. Able to read words easily and enjoy the story.
2.25.2020
Reading goal page 80 got to page 83
Feels this is a good book for her because of density of text, easy to read so she’s enjoying the book.
Comprehension is evident with strong retelling – lots of details/character emotions
Meet 35.5.20
Reading goal page 100.
3.5.20
Reading goal page 100 got to 115.
Read aloud – fluent with expression.
Continued to practice decoding – read through the word.
Emma is enjoying book!!
Suggest reading arts/drama once finished with sisters.
Emma 2.13.20
Milla takes charge
Milla – protagonist; Chocolate chip/Milla’s pet pig.
Tracks with finger
Decoding suggestion: Read through the word that is causing problem.
Reading goal: page 11.
Read to page 7
Explain for except 6
Abandoned book – characters were confusing
Sisters
Page 13
Goal for next conference/Page 27; 2.18.20
Sisters
Reached page 17
Raina’s little sister is annoying
Didn’t track with finger: she felt it was because of fewer words.
Reading goal page 35 2.26.20
Back to Figure
The notes read as follows:
Pitching in for Eubie
Conflict/problem: Eubie’s family doesn’t have 3,000.00 dollars to pay for room and board for her to go to college.
Resolution/solution: Eubie and her family will work more jobs to make more money.
Character development: Lily (the narrator): protagonist
Helpless – She’s only doing what she always does.
Problem/conflict: Antagonist
The conflict lily is having is she wants to help make money like the rest of the family.
Pitching in for Eubie; April 8, 2019
Narrator: first person: I, we/setting: summer; county. (written sideways)
FL: A cloud of dust came like a tornado on wheels.
Meaning: The dust covered a big area and was moving fast.
Inferences: Jacob, Eubie, and Papa were scared because they thought there was an emergency.
Text evidence: They only rang the bell for dinner (it wasn’t dinner time) or an emergency.
Character development:
Eubie: Nervous: 3 long deep breaths; cleared her throat
Happy – she smiled.
Inference: Eubie is disappointed
Evidence: her family is upset because of the 3,000 dollars: took her hand; took the letter; father pacing.
April 9, 2019
Character development:
Eubie: smart: She met qualifications
Hard working: taking on more jobs.
Text feature: Little (L circled) Lost (L circled) Hippo (H circled)
March 18, 2019
Problem: They had to chase the hippo.
Solution: wildlife sanctuary came
Problem:
Owen got trapped in a net by fishermen. Everyone cheered. But Owen broke the net and got away. Soon they finally caught him and pinned him down.
Solution
So they called the wildlife sanctuary to come get him so he can be in a good place where he can be happy.
Back to Figure
The notes read as follows:
Oscar:
Noticed Oscar reread “Jonathan Chapman” to explain differences between chapman and the legend of J. Appleseed.
Quotes
