96 FICTION READERS 2ND EDITION Key Comprehension Strategies While a reader’s comprehension success is affected by the previously discussed skills, it is also dependent on the reader’s ability to connect reading materials to his or her background experiences. In a review of various reports and studies, Cunningham and Zibulsky recommend that shared reading experiences include a variety of interactive experiences: discussing of vocabulary and pictures, having the child read aloud with the adult, and inviting responses through open-ended questions that draw upon general knowledge (2011, 397–399). Students need a set of tools to employ as they make their way through a variety of texts. Experts agree that students benefit from explicit comprehension instruction using the “good reader strategies” (Duke 2005; Duke and Pearson 2002). As students explore reading, the following strategies arm them with the tools necessary for unlocking challenging texts, thinking critically, and discussing their understandings with others. The comprehension strategies include the following: ▶ Comprehension Strategies The comprehension strategy lesson for each book includes defining, modeling, prompting, and practicing one focus strategy. This effectively promotes the construction of meaning for readers. establish a purpose for reading summarize and evaluate details make inferences determine meaning make mental images generate questions make and confirm predictions monitor comprehension synthesize elements 14 109999—Fiction Readers: Implementation Guide © | Teacher Created Materials Research and Practice Chapter Three The Field Trip The day of the field trip had arrived. The students boarded a school bus and rode downtown to the museum. Aimee walked into the building with her heart racing, fast as a rocket. Above her head, she saw a model of the solar system hanging from the ceiling. Next to planet Earth, she noticed a white-and-black spaceship. She smiled. It was a model of the space shuttle Challenger, the same one Sally had ridden on her two missions. “Does everyone have their papers and pencils?” Ms. Perez asked. 16 121595_9781087605432_RideSallyRide.indd 16 17 121595_9781087605432_RideSallyRide.indd 17 Grades K–5 GR Levels WB–V • Lexile® NP–970L • Interest Grade Levels Pre-K–7 Adventures in Reading. Stories to Love. Fiction Readers for Grades K–5 include reading adventures to spark learning success. Stories combine strong narratives with captivating and diverse illustrations, purposely created to foster reading progress and comprehension, along with rich, engaging discussion. Students will read a wide range of fiction genres including fantasy, mystery, adventure, realistic fiction, historical fiction, and retellings of traditional tales. Kits feature stories that celebrate diversity and inclusion and will engage groups in meaningful discussions as they think critically and analyze the common themes that link multiple books together. SPANISH AVAILABLE Lessons and Assessments Fiction Readers Implementation Guide Scan this QR code to see the unboxing video. Small-Group Reading Lesson 5 Introduce the Text 1. Show students the front cover of the book. Read the title, author name, and illustrator name. Read the names of the chapters in the table of contents together. 2. Have students share their observations as they think about the title and chapter names and view the cover illustration. Ask students, “What would it be like to wake up with a superpower? What superpower would you like to have?” 3. Discuss two to three content and academic vocabulary words from the text with students. 4. Remind students that readers do the following: look at the images on each page; and think, talk, and ask questions about what they read. 10 Read the Text 1. Have students whisper-read pages 4–13 independently. Observe students’ reading successes, struggles, and strategies. 2. Ask students to retell this section of the story, either as a group discussion or with partners. Encourage them to refer to the words and pictures as they share. 3. Ask students to tell you about the words in the story. Acknowledge the words or word parts students were able to recognize accurately. Use the following ideas to address words that caused struggles or inaccuracies: • DIDN’T—Review contractions, and ask students to share what two words make this contraction (did and not). Remind them that the apostrophe goes where the letters were left out. Challenge students to find other contractions in the story and share the words that make each one. • STRAIGHT—Write the word on the board, and underline the –ght at the end. Tell students the gh is silent when followed with a t. Show them that sometimes the preceding vowel is long (light) and sometimes it is short (thought). Encourage students to think of other –ght words, such as weight, caught, and drought. • COOKING—Point out the –ing at the end of the word. Remind students this suffix can be added after the base verb and changes its tense. Have students cover up the –ing and read the base word cook. Then, have them put the two parts together. 5 Discuss the Text Use the following prompts to discuss the words and pictures that tell the story: • How do the pictures help you understand Daniella’s superpower? (extra support) How do the pictures show Daniella can move through objects? • Does Daniella’s dad notice what is happening? How do you know? (extra support) Does Daniella’s dad know about her superpower? What does the illustration on page 9 and what Daniella’s dad says on page 8 tell you? • Daniella says, “Maybe people would only see what they expected to see.” What does this mean? (extra support) Why doesn’t the boy on the scooter realize what has happened? 2 121735—Fiction Readers: I Woke Up with a Superpower © | Teacher Created Materials I Woke Up with a Superpower 121734-121748_Fiction_Readers_Fluent_LP.indd 2 121734-121748_Fiction_Readers_Fluent_LP.indd 2 7/29/22 5:12 PM 7/29/22 5:12 PM I Woke Up with a Superpower At school, Daniella had to focus hard not to slip through her chair in class. She was starting to get more control over her new superpower. Her friend Taylor kept glancing over at her and frowning. He wondered why she was concentrating so hard on the morning announcements. “Psst,” Taylor whispered. “Are you okay?” Daniella looked at him, and her attention slipped. The pencil she was holding fell through her hand and dropped to the floor. Oh no! she thought. I need to focus! Name: ___________________________________________________________ Date: ___________________ 5 © | Teacher Created Materials 121735—Fiction Readers: I Woke Up with a Superpower Close-Reading Activity 121734-121748_Fiction_Readers_Fluent_LP.indd 5 121734-121748_Fiction_Readers_Fluent_LP.indd 5 7/29/22 5:12 PM 7/29/22 5:12 PM LITERACY Reading Comprehension
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