Days 9-12 Shared Reading

Shared Reading
Day
A Week With
Aunt Bea
9
KEY IDEA Sometimes being with family can be fun but exhausting! That’s what the narrator
of this story learns when her Aunt Bea comes to visit, and their roles are reversed.
LEARNING FOCUS
RL.K.1*
Students read closely to ask and answer questions about characters’ actions.
PREVIEWING THE TEXT
3 minutes
Today we’re going to read a big book. Let’s read the title and back cover
together . . . Who do you think Aunt Bea is?
I noticed that the text on the back cover is three lines. How should you read a
sentence that is more than one line?
We’ll read about what happens when Aunt Bea comes to stay. It sounds like it
might be interesting!
When we read “Just One Seed,” I was asking questions about what was
happening and what the characters were feeling. Finding the answers helped
me understand the story better. As we read together now, think about questions
like What’s happening in the story? and What are the characters thinking,
feeling, and doing?
CLOSE READING OF THE TEXT
7 minutes
We’ll read page 2. Our work is to find answers to our questions about what’s
happening and why by paying close attention to the details in the words and the
pictures. We may find some of the answers in the words, and we may have to
make guesses for others.
When you look at this page, what question comes to mind?
That’s an excellent question because it asks about the characters and their
actions. Who would like to share the answer and explain where you found it?
Let’s continue reading and pointing out the details that help us answer these
types of questions.
Let’s use our Sound, Read, and Check strategy with this word. When I first try
to sound it and blend it, I get stye. Read it with me in the sentence. Then we’ll
check to see if it makes sense. . . Does stye make sense here? No. Let’s try to
correct it. (Say stay.) Let’s check again. Does it make sense now? Remember to
sound, read, and check when you come to a word you do not know.
MONDO BOOKSHOP GRADE K • THEME 4 1
Let’s keep reading. Please read along. Pay close attention to what the characters
are doing. Use the words in the story and the details in the pictures to answer
your questions. We’ll talk about all of the answers you found and the details you
used to find them after we finish reading.
DISCUSSING THE TEXT
10 minutes
As we share our thinking today, be sure to ask questions about anything
you aren’t sure about. Start by asking yourself, “Do I understand what is
happening?” Try to be honest with yourself. If the answer is no, then please
speak up. Your question could help others in the group as well.
Who would like to share their answers to the question “What are the characters
doing?” Please also tell us where in the book you found your answers.
What do the rest of the words and pictures tell us they did that week?
You shared many answers to the question we asked. Who will talk about how
you found the answers?
Anyone else?
So, we were able to find the answers by using the details that the author gave
us directly in the words. But we were also able to fill in the gaps and learn what
Aunt Bea did by looking at the pictures. Thinking about the words and the
pictures together is a great way to really understand a story we read.
2 FAMILY TIME
Shared Reading
Day
A Week With
Aunt Bea
10
LEARNING FOCUSES
RL.K.1*, RL.K.6
Students read closely to ask and answer questions about characters’ feelings or actions.
They acknowledge the explicit details the author provides, and interpret the illustrative
details provided by the illustrator.
RETURNING TO THE TEXT
3 minutes
Before we reread the story today, let’s talk about what we feel this story is
mostly about.
You told all of the important parts without going into too much detail. That’s a
good summary.
Let’s reread A Week with Aunt Bea together. We’ve been talking about the
things that Aunt Bea and the girl did during the week that Aunt Bea came to
stay. Now we’re going to think about how the author and illustrator worked
together to help us understand those things. Remember, when we use clues to
figure out what characters are doing or feeling—from the words or the pictures
in the story—we are making an inference. Making inferences is an important part
of reading closely and understanding a text.
CLOSE READING OF THE TEXT
7 minutes
Paying attention to the details that are provided by both the author and
the illustrator can help us better understand what’s happening and how the
characters feel. First, let’s find out who the author and illustrator are. Read the
title page with me . . . Who is the author?
Who is the illustrator?
Who can share what the author and illustrator did to create this book?
Now, let’s start thinking about what the author and illustrator want us to know
as we read. Turn to page 2 and read it with me . . . Who is telling the story?
How do you know?
So, the author and the illustrator worked together to tell the story from the
girl’s point of view. That means we should be able to learn a lot about the girl.
Who has a question about the girl on page 2?
MONDO BOOKSHOP GRADE K • THEME 4 1
How can we find the answer?
Please share details in the text or pictures throughout the story that made you
think this about the girl.
DISCUSSING THE TEXT
10 minutes
Let’s talk as a group about how understanding how the girl feels helps us
understand an idea about the story.
Does anyone have a question about that?
That’s a good point. Maybe we can describe this idea a little better. Anyone?
When you read stories, think about how the characters’ feelings can give you
more ideas about the story.
2 FAMILY TIME
Shared Reading
Day
A Week With
Aunt Bea
11
LEARNING FOCUSES
RL.K1*, RL.K.7
Students read closely to cite text and illustrative evidence that helps them ask and answer
questions about characters’ feelings or actions.
RETURNING TO THE TEXT
3 minutes
Before we reread the story today, I’d like us to go over what the story is about.
We’ll work together to review the story, so listen to each other and be prepared
to add more details.
Someone else please add to that.
Anyone else?
You all helped to retell the story, complete with details.
The first two times we read the story, we asked questions to help us
understand the story better, like “What’s happening?” and “How does
the girl feel?” We thought about who was telling the story, and how that
helped us find the answers in the words the author wrote and the pictures
the illustrator drew. Today we’re going to think even more about the
illustrations and how they help us understand the story. We can really dig
into a story when we think about all of the parts—the words and the
illustrations—together.
CLOSE READING OF THE TEXT
7 minutes
Let’s discuss what we notice in this picture.
Who’d like to add other details?
Who can talk about the girl in the story?
Let’s talk about what part of the story this picture helps us understand.
Let’s reread the rest of the story. Keep thinking about the details in the
illustrations and what they tell you about what happens and how the girl
responds.
MONDO BOOKSHOP GRADE K • THEME 4 1
DISCUSSING THE TEXT
10 minutes
Please share with the group any questions you asked about the story that can be
answered by thinking about the details in the pictures.
Please explain how you found the answer.
We’ve thought a lot about the pictures and used them to answer questions
about the story. Flip through the pages of the story. Think about the picture
on each page. Who can tell us how the pictures work with the words?
2 FAMILY TIME
Shared Reading
Day
A Week With
Aunt Bea
12
LEARNING FOCUSES
RL.K.1*, RL.K.6, RL.K.7
Students read closely and examine illustrations in order to make inferences regarding the
characters’ feelings and actions in the story, especially the main character from whose point
of view the story is told.
RETURNING TO THE TEXT
3 minutes
Today we’re going to think about the main idea in this story. We’ll review
and find evidence, which are clues that tell us about the thoughts, feelings,
and actions of the characters. Evidence is found in the words and pictures of
the story. We’ll use the evidence to make guesses, or inferences, about the
characters.
CLOSE READING OF THE TEXT
7 minutes
Now that we’ve read the story a few times, we have a pretty good
understanding of its main idea, or what’s it mostly about. Would anyone like to
share what they think this story is mostly about by reminding us of the big things
that happen?
Let’s talk about how paying close attention to Aunt Bea’s actions and the girl’s
feelings, thoughts, and actions helped us understand the story better.
How does that help you understand the girl?
I’d like you to point out some places in the story that show us how Aunt Bea
acted and how the girl felt about it.
Who can add to that?
I like the way you found the evidence we could use to explain our ideas about
Aunt Bea and the girl.
DISCUSSING THE TEXT
10 minutes
As we finish talking about this story, let’s talk about other ideas about these
characters or story events.
Who else has an idea?
MONDO BOOKSHOP GRADE K • THEME 4 1
Thinking about how a main character changes is a good way to really understand
a story. Let’s look at the cover. Who can tell me what they notice about the girl?
Does she stay feeling that way?
Can we add this idea into what we think is the main idea of the story?
2 FAMILY TIME