This week, I want teach you how readers
______________________ .
This means ______________ .
This skill valuable because…
Readers/Writers use it to…
- Start an anchor chart.
- Explain WHEN a reader/writer would think like this.
- Reveal WHAT the process is for thinking/writing like this.
- Identify WHERE these kinds of details will be found/added in the text.
- Identify HOW (the steps) to think/write like this. (Consider the types of information to look for or add in words or pictures. Consider the types of details/clues that would be helpful)
- Reveal a familiar text or topic.
- Reference the anchor chart for how to think like this.
- Then, apply the skill, executing the thinking (i.e., Think aloud).
- I see this and think…
- I could try to…
- What if I….
- Now I know that…
- Invite students to help you with a second parallel example– meaning another example applying the SAME reading/writing skill with a DIFFERENT text or topic.
- Guide students to reference the anchor chart for the reading/writing process.
- Guide them to identify relevant text details (for a comprehension skill) or possible words and details (for a writing skill)
- Guide them to put those thoughts together to come up with a possible answer or example.
This week, we are learning how readers/writers ____ . I encourage you to think like this while you are reading/writing independently today. (Announce the task.)