OBJECTIVE

Students transition to the read aloud space quietly and follow the read aloud rules, creating an environment where everyone can listen, engage, and understand the text.

INSTRUCTIONAL SUPPORT TIPS

• Use a visual checklist of read aloud rules.
• Model the desired behavior before the read aloud begins.
• Incorporate student input on what makes a good listening environment.

Note: Start on Day 1 by using back-to-school read alouds to build community and set expectations.

EXAMPLE INTRO SCRIPT

"Today, we're going to learn about our space for read aloud time. When we all settle down and focus, we can dive into the story together and really enjoy it. Think of it like watching a movie – if everyone’s quiet and paying attention, it’s much more fun for everyone."

OBJECTIVE

Students will learn about reading stamina and practice strategies to improve their ability to focus and read for longer periods.

INSTRUCTIONAL SUPPORT TIPS

• Start with a discussion about what reading stamina is and why it's important.
• Use a timer to track reading sessions and gradually increase the duration.
• Celebrate small milestones to motivate students.

Note: This can be tacked on to Day 1, but it's often better to start on Day 2.

EXAMPLE INTRO SCRIPT

"Today, we’re going to talk about reading stamina. Think of it like leveling up in a video game – you need to build up your skills and endurance to get to the next level. We’ll start with a short goal and work our way up so we can read longer and enjoy it more."

OBJECTIVE

Students will learn to choose books independently that match their reading level and interests.

INSTRUCTIONAL SUPPORT TIPS

• Create a reference chart for choosing independent reading books.
• Discuss the importance of selecting books that are not too easy or too challenging to maintain engagement and comprehension.

EXAMPLE INTRO SCRIPT

"Today, we're going to learn how to pick books that are perfect for us. Think of it like choosing a video game – you want one that’s challenging enough to be fun but not so hard that you get frustrated and give up. Finding the right book means you can enjoy what you're reading and understand it better."

OBJECTIVE

Students will be introduced to how they will track their reading (and thoughts if applicable) using a reading log.

INSTRUCTIONAL SUPPORT TIPS

• Introduce and model the use of a reading log for tracking books read and reflecting on them.
• Encourage students to notice patterns in their reading habits and set personal reading goals.

EXAMPLE INTRO SCRIPT

"Let’s talk about how we can track what we’re reading. Think of it like keeping track of your progress in a game – when you know where you’re at, it’s easier to see how you’re getting better. We’ll use a reading log to keep track of the books we read and our thoughts on them."

OBJECTIVE

Students will learn the expectations for independent reading time to ensure a focused and productive environment.

INSTRUCTIONAL SUPPORT TIPS

• Engage students in creating the independent reading expectations to help with ownership and accountability.
• Use visual aids like charts or posters to display the expectations.

EXAMPLE INTRO SCRIPT

"We’re going to set up some rules to make sure our reading time is enjoyable AND helps us grow as readers. Together, we’ll go over the expectations so everyone can focus.”

OBJECTIVE

Students will understand that it's okay to stop reading a book after giving it a fair chance, and they will learn how to choose books that are a better fit for them.

INSTRUCTIONAL SUPPORT TIPS

• Discuss the importance of giving a book a fair chance before deciding to move on.
• Create a chart together that lists reasons why a reader might decide to abandon a book (e.g., the book is too difficult, it doesn't hold their interest, or they can't connect with the characters).

Note: Teaching students to thoughtfully abandon a book helps them become more discerning readers. It encourages them to reflect on their preferences and needs, leading to better reading choices and more enjoyable reading experiences. 

EXAMPLE INTRO SCRIPT

"Sometimes, even after giving a book a good try, we realize it's just not for us, and that’s okay. Today, we're going to talk about when it's okay to stop reading a book and how to find something that fits you better. "

OBJECTIVE

Help students understand and discuss empathy by analyzing characters' motivations and emotions, then connecting those insights to real-life situations.

INSTRUCTIONAL SUPPORT TIPS

• Start with a discussion on what empathy is—understanding and sharing the feelings of others.
• Use examples from familiar stories or media where characters demonstrate empathy.
• Encourage students to consider how characters feel in different situations and how they might react in similar circumstances.

EXAMPLE INTRO SCRIPT

"Today, we’re going to dive into something that can really change how we see the characters in our books—empathy. That means understanding what someone else is feeling and why. As we read, we’ll think about what the characters are going through and imagine how we’d feel if we were in their shoes. This will help us connect with the story on a deeper level and maybe even see things from a new perspective."

OBJECTIVE

Encourage students to talk about their reading experiences with a partner or in a larger group to deepen comprehension and make reading a more social activity.

INSTRUCTIONAL SUPPORT TIPS

• Start by modeling different (simple) ways to discuss a book or text.
• Provide prompts or questions to guide students in both group discussions and more partner conversations.
• Pair students thoughtfully to ensure productive and supportive discussions.

EXAMPLE INTRO SCRIPT

"Today, you get to talk about what you’re reading with a partner. Sharing your thoughts can help you see the story in a new way and make it more interesting. Plus, you’ll get to hear what your partner thinks—maybe they noticed something you didn’t, or you both found a part of the book that really stood out. Let’s dive in and see what we can discover together."

OBJECTIVE

Introduce students to a decoding strategy for multisyllabic words and assess their readiness by identifying skills and gaps.

INSTRUCTIONAL SUPPORT TIPS

• Teach the strategy: Show students how to break down big words by circling prefixes/suffixes, underlining vowels, and chunking syllables.
• Assess readiness: Observe how students apply the strategy to determine who may need additional support or further practice.

EXAMPLE INTRO SCRIPT

"Ever see a big word and just skip it because it looks too hard? Today, I’m going to show you a strategy to tackle those words, break them down, and make them way easier to read. By the end of this, those big words won’t stand a chance!"

OBJECTIVE

Teach students a straightforward strategy (that you will expand on later) for using context clues to determine the meaning of unfamiliar words and assess how well they can apply this strategy in their reading.

INSTRUCTIONAL SUPPORT TIPS

• Model the strategy: Demonstrate how to look at the words and sentences around an unfamiliar word to infer its meaning.
• Use examples: Begin with sentences that have clear context clues, then gradually introduce more challenging examples.
• Implement informed inference: Guide students to make educated inferences by analyzing the surrounding text. Encourage them to use context clues and their knowledge of word parts, like prefixes and suffixes, to determine the meaning. Remind them to check if their inference makes sense in the context.

EXAMPLE INTRO SCRIPT

"When you come across a word you don’t know, it can throw you off. You can use the words around it to figure out what it means, though. Today, I’ll show you how to use clues from the sentence to help you understand those tricky words."

CONTEXT CLUES STRATEGY

1. Read the sentence: Focus on the entire sentence where the unfamiliar word is found.
2. Identify clues: Look for words or phrases in the sentence that give hints about the word’s meaning.
3. Make an inference: Use context clues and your knowledge of word parts to infer the meaning.
4. Reread: Substitute your inferred meaning into the sentence to see if it fits.
5. Adjust if needed: If the inference doesn’t make sense, look at more surrounding text for additional clues.

OBJECTIVE

Introduce students to the concepts of predictions and connections as key reading comprehension strategies. Students will begin using these strategies to actively engage with texts, enhancing their understanding and making reading more interactive.

INSTRUCTIONAL SUPPORT TIPS

• Explicitly teach: Start by clearly defining predictions and connections. Explain how these are strategies readers use to understand what they read.
• Use simple examples: Provide relatable examples and basic sentence stems to help students quickly grasp and apply these strategies.
• Use a read aloud: Choose a read aloud that resonates with your students and easily allows them to make connections. This can make the strategies more engaging and relevant.
• Quick coding: Teach students to use a "P" or “C” and a tally mark to quickly code their predictions and connections while reading. They can jot these down on a sticky note or an organizer to track their thoughts as they read.

EXAMPLE INTRO SCRIPT

"Sometimes when we’re reading, it’s easy to get lost in the words and miss what’s really going on. Today, I want to show you a couple of strategies that can help you stay ahead of the story and make it more interesting. We’ll talk about how to guess what might happen next and how to connect what you’re reading to things you already know. These little moves can make a big difference in how much you get out of a book."

COMPREHENSION CODES STRATEGY - PREDICTIONS AND CONNECTIONS

 Predictions

• Define: Explain that predictions are informed guesses about what will happen next based on clues and evidence from the text.
• Sentence Stem: "I predict that _ because _." 

Connections

• Define: Explain that connections link the text to something the reader knows, like their own life (Text-to-Self), another book (Text-to-Text), or the world (Text-to-World). 
• Sentence Stem: "This reminds me of _ because _."

OBJECTIVE

Teach students how to use questioning as a reading comprehension strategy to deepen their understanding of the text and stay engaged while reading.

INSTRUCTIONAL SUPPORT TIPS

• Explicitly teach questioning: Explain how asking questions before, during, and after reading helps readers stay curious and better understand the text.
• Use simple examples: Provide examples of different types of questions, such as "What do I think will happen next?" or "Why did the character do that?"
• Use a read aloud: Choose a read aloud that encourages curiosity and naturally prompts questions, making the strategy easier for students to practice.
• Quick coding: Teach students to use a "Q" and a tally mark to quickly code their questions while reading. They can jot these down on a sticky note or an organizer to track their thoughts as they read.

EXAMPLE INTRO SCRIPT

"Asking questions while you read isn’t just about finding answers—it’s about staying curious and really digging into the story. Today, we’ll talk about how asking good questions can help you get more out of what you’re reading. Whether it’s wondering what will happen next or trying to figure out why something happened, questions can help you keep your mind engaged with the text."

OBJECTIVE

Teach students how to summarize a story or nonfiction text using straightforward strategies (that you will expand on later), focusing on identifying key details like who, what, where, and important takeaways.

INSTRUCTIONAL SUPPORT TIPS

• Keep it simple: Focus on the basics of summarizing by asking students to identify who did what, where, and a key lesson or fact they learned.
• Use a read aloud: Choose a short, clear text that allows students to easily pick out the main elements and practice summarizing.
• Quick coding: Teach students to use an "S" and a tally mark to quickly code that they summarized while reading. They can jot these down on a sticky note or an organizer to track their thoughts as they read.

EXAMPLE INTRO SCRIPT

"Summarizing what you read doesn’t have to be complicated. It’s all about picking out the most important parts—who did what, where it happened, and what you learned. Today, I’ll show you how to break it down so you can get to the heart of the story without getting lost in the details."

COMPREHENSION CODES STRATEGY - SIMPLE SUMMARIZING

Fiction Stories - Who Did What Where 

• Identify the basics: Teach students to focus on who the main characters are, what they did, and where the action took place.

Nonfiction Texts - I Learned X About X

• Focus on key takeaways: Encourage students to express what they learned from the text in a simple sentence.

OBJECTIVE

Extend this skill to more advanced and accurate summarizing when you get to that standard in your pacing. Explain that they have been practicing it, but now they are going to learn how to be efficient and accurate.

INSTRUCTIONAL SUPPORT TIPS

• Set the foundation: Let students know that inferring is a key reading skill they’ll be working on throughout the year. For this lesson, focus on the simple act of inferring character feelings.

• Keep it simple: Concentrate on teaching students how to find clues and evidence in the text that hint at a character’s emotions and how to use those clues to make an informed inference. Use a simple sentence stem, “I infer _ feels _ because in the story…”
• Use a read aloud: Choose a text with clear emotional moments to make it easier for students to practice this skill.
• Quick coding: Teach students to use an "I" and a tally mark to quickly code their inferences while reading. They can jot these down on a sticky note or an organizer to track their thoughts as they read.

EXAMPLE INTRO SCRIPT

"As readers, we infer all the time. Inferring is when we make educated guesses based on what the text is telling us, and it helps us understand the story better. This year, we’ll be working a lot on making inferences, but today we’re going to start with something simple: figuring out how a character feels. We’ll look for clues in the text—like what the character says or does—and use those clues to support our inferences."

COMPREHENSION CODES STRATEGY - SIMPLE INFERRING

Focus on Character Feelings

• Look for clues: Teach students to pay close attention to what the character says, does, or how they react to situations to infer their feelings.
• Example: "If a character slams a door and walks away, we might infer that they’re feeling angry."

Support with Text Evidence

• Use the text: Guide students to always back up their inferences with specific details from the text.
• Example: "I think the character is feeling sad because the text says they sat alone and didn’t talk to anyone."

OBJECTIVE

Help students understand how to combine various reading strategies (predictions, connections, questioning, summarizing, and inferring) to enhance their comprehension and engagement with the text. Emphasize that real readers use these strategies in different ways depending on the situation.

INSTRUCTIONAL SUPPORT TIPS

• Review and reinforce: Start with a brief review of each strategy—predictions, connections, questioning, summarizing, and inferring—to remind students of what they’ve learned.

• Model the process: Use a read aloud to model how to naturally switch between these strategies as you read. Show how you might make a prediction, then ask a question, make a connection, and so on, depending on what’s happening in the text.

• Emphasize flexibility: Explain that not every strategy will be used every time, but good readers choose the ones that help them understand and enjoy the text the most.

EXAMPLE INTRO SCRIPT

"We’ve spent time learning different strategies to help us understand what we’re reading, like making predictions, asking questions, and inferring. Now, we’re going to put it all together. Real readers use a mix of these strategies while they read, depending on what the story is doing. Today, I’ll show you how to use these strategies together, and we’ll practice using them in a way that feels natural."

COMBINED STRATEGY PRACTICE

Review Each Strategy

• Predictions: Recall how to make educated guesses about what might happen next.
• Connections: Review how to connect the text to personal experiences, other texts, or the world.
• Questioning: Discuss how to ask questions before, during, and after reading to stay engaged.
• Summarizing: Remind students how to pull together the main points.
• Inferring: Revisit how to use text clues to figure out a character’s feelings or other unstated information.

Model Using Strategies in Combination

• Read aloud example: As you read aloud, pause to show when you might make a prediction, ask a question, or make an inference. Talk through your thinking process to model how these strategies work together.
• Interactive discussion: Encourage students to suggest which strategy might be useful at different points in the text.

Independent Practice

• Apply strategies: During independent reading, have students practice using multiple strategies as they read. Encourage them to jot down when they make a prediction, ask a question, or infer something, using sticky notes or a reading organizer.
• Flexible use: Remind them that they don’t have to use every strategy every time—they should use the ones that help them understand the text best.