Reading Times:

Lowell: 10:40-11:40 Monday, Tuesday (computer lab), Thursday, Friday
B'ham: 10:30-1140 Tuesday, Wednesday, Thursday, Friday (note spelling)
11:00-11:40 Monday
Every C day (rotates) 10:30-10:50 (every 4 weeks)




Book Considerations:

Magic Tree House (Polar Bears past bedtime, Polar Bears in the Arctic) 3.3, Dolphins at Day Break 3.1, Dark Day, Deep Sea-3.8) Pirate
Twisters on Tuesday 3.2 (Non-fiction companion...Twisters and other Terrible Storms)
Earthquakes in the Early Morning 3.3
High Tides in Hawaii 3.4 and the companion Tsunamis and other Natural Disasters


5 (kids at 2.5-3.0)
4 (kids at 3.0)
8 or 9 (3.0-4.0)
6 (4.0-6.0)

Hoot 5.8
Secret Zoo is 4.7
Operation Redwood 4.6
White Giraffe 6.2
Worth 4.5
City of Ember 5.0
Breaker Boys 3.9
Iqbal 5.1
Counting on Grace 4.5
Trouble Don't Last 5.4 (4.8)

Ruby Bridges for kids in natural disaster theme...
Remember introductions as part of the launch.
Somerset between 10:30 and 1:30 January 2nd

Mentor Mini-Lessons:

(Under construction by Joanne)

1. Questioning;
  • Probing Questions (digging deeper into the text or moving beyond the text)
    • Generating questions that are
      • Open-ended questions
      • have more than one right answer
      • have evidence from the text
        • Writing about the main character...
          • what was their impression of the character so far...why do they think so (based on what evidence from the text)
          • or what kind of person was _?
          • Writing about the events in the book so far--what did they think about what had happened?
          • Do you agree with ? Why?
          • How are and _alike?
          • What was the most important ?
          • How would you rank ?
          • Was it more important for or _?

      • Ask questions that are wrapped around a moral or ethical issue (was it right for the 3 pigs to put the caldron of hot water in the fire place so the wolf would get killed?)
        • Should......?
        • Do you think it was (good, bad, right, wrong) for ?
      • (if we ask moving beyond the text questions, may require evidence from life experience)

  • Clarifying Questions
    • Help me understand how, why, what you mean by ...
    • Where is the evidence to support your opinion?
    • Can you give me some examples...?

2. How to give Constructive Feedback to push student thinking

Brainstorm Online Discussion Rules
  • Model using evidence from text
  • Ask thick open-ended questions
  • Try to push student thinking
  • Avoid postings that are limited to 'I agree' or 'great idea', etc. If you agree (or disagree) with a posting then say why you agree by supporting your statement with concepts from the readings or by bringing in a related example or experience (Dr. Nada Kabbagh)
  • Address the Questions as much as possible (don't let the discussion stray) (Dr. Nada Kabbagh)
  • Build on others responses to create threads (Dr. Nada Kabbagh).
  • Use school appropriate language.

(From Rowe 09)

‍Spark your thinking question prompts


  • Predictions: ask about what may happen next and why did they think that...
  • Writing about the main character...
    • what was their impression of the character so far...why do they think so (based on what evidence from the text)
    • or what kind of person was _?
  • Writing about the events in the book so far--what did they think about what had happened?
  • Do you agree with ? Why?
  • How are and _alike?
  • Should _?
  • Do you think it was (good, bad, right, wrong) for ?
  • What was the most important ?
  • How would you rank ?
  • Was it more important for or _?
  • Why did (the author) ___?

Add additional question prompts here:

‍Check your conventions (spelling, punctuation, etc.)