- Unit 1
- Level 1
- T1 minutes
- Reading, Structured Student Interaction, Academic Language USe
- Download Lesson
Standards Addressed:
- RI.3.1
- SL.3.1
Lesson Materials/Resources
Objectives
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
- I can ask and answer questions about a text. (RI.3.1)
- I can talk with my partner in order to record what I Notice and I Wonder about pictures. I can ask and answer questions about a text.
Assessment/CFU
- Observation of partner discussions
- Contributions to conversation norms Quotes from My Librarian Is a Camel
Opening/Warmup/Connecting Prior Knowledge
Practicing Observing Closely: I Notice/I Wonder (10 minutes)
• Invite students to the reading area. Place them in pairs or ask them to identify a person near them with whom they can think and talk. Display for students a picture or illustration similar to the ones they will see during their work time today.
• Notice: When we look at a picture or a book, we notice details. Discuss the meaning of the word details. “What details do you notice about this picture? For example, when I look at this picture, I notice ... [discuss a detail from picture] but it also makes me wonder ... [insert a question, for example the location of the photograph]. Emphasize the importance of referring directly to what you see in the picture (to help students begin to work with evidence).
• Use the simple Think-Pair-Share protocol. Give students about 30 seconds or so to think; students then share with a partner what they noticed. Invite a few volunteers to share with the class the ideas that their partner had. As students share, record their ideas on the “What I notice” side of the T-chart.
• Wonder: Invite students to share their understanding of a question: “What words do we use when asking questions?”
• Students think, then share with a partner, questions they had about the picture. Record the question words students generate below the “What I Wonder” column (for example: “What are they doing?”). Consider using this opportunity to reinforce how to format a question using ending punctuation.
• Repeat a few times so students grasp “noticing” and “wondering” before moving into the Carousel protocol.
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