This week, I want teach you how readers/writers _____________________ .

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.)