Students will be able to read grade-level text with purpose and understanding.
The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
Gather students on the rug and introduce the book for today’s think-aloud/read-aloud. Tell students that you are going to get your brain ready to read by previewing the book, and today you will show them one way to do this with their own text.
Tell them that as a reader previews a book, their mind naturally asks questions, makes predictions, and scans for some words that might be challenging. Asking questions and thinking about the text will help the reader clear up any confusion. Write the words "prediction," "question," and "problem" on the board.
Tell students that their job today is to notice when their mind does these things!
Provide students with a series of mini-lessons on predictions, asking questions, and figuring out unknown words prior to the lesson.
Encourage students to write down the following strategies in a reading log or journal with connecting visuals: prediction, question, unknown words.