Read Aloud

1. Read Aloud

2. Part to Whole: Story Elements Question 1: Day 1

3. The story mountain contains all of the story elements within a text.

4. Type of story • Examples: Historical fiction, scientific nonfiction, fantasy, mystery, myths, realistic fiction, etc. Genre

5. When and where the story takes place • Most stories have multiple settings Setting

6. Important people in the story • Main and secondary characters Characters

7. What is wrong in the story Two categories: 1.External – happens outside of the character, involves more than 1 person, can be observed 2.Internal – happen inside of the character, involves only 1 person, can only be observed in thoughts of feelings of the character Three types: 1.Man vs. Nature (external) – character struggles with a force of nature such as a natural disaster, illness, animal, etc. 2.Man vs. Self (Internal) – character struggles with making a choice, overcoming feelings, 3.Man vs. Man (External or Internal) – usually a character struggles with another character(s) Problem (sometimes called conflict)

8. One event that changes the outcome of the entire story Climax (sometimes called turning point)

9. How the problem or conflict is solved Solution (sometimes called resolution)

10. The sequence and inclusion of all events and story elements in a story • Similar to a summary Plot

11. Let’s read Stray Remember, continue to think about story elements and identify them as we read in your notebook. We will discuss as a class afterward.

13. On the pre-assessment, you answered a question about how a part of the story connects to the whole story. Let’s look at a level 1 sample student response. Question: Reread lines 40–49 from “Stray” below. How is this part of the story important to the whole? Even after a week had gone by, Doris didn’t name the dog. She knew her parents wouldn’t let her keep it, that her father made so little money any pets were out of the question, and that the pup would definitely go to the pound when the weather cleared. Still, she tried talking to them about the dog at dinner one night. “She’s a good dog, isn’t she?” Doris said, hoping one of them would agree with her. Her parents glanced at each other and went on eating. “She’s not much trouble,” Doris added. “I like her.” She smiled at them, but they continued to ignore her. Level 1 Response: I think that this part of the story shows the problem. Doris wants to keep the dog but her parents won’t let her. She says things to try to change their minds. Student Response Sample

14. You will be completing a book club task over the course of your book that mirrors what we are learning about in our mini-lessons with Stray. • Let’s look over it together. • There will be times where you can’t answer every part of a question yet if we haven’t gotten to it in class or you haven’t gotten to it in your book. Complete it as you go and as you learn! • This will be turned in for a grade, so make sure you are demonstrating your best learning! Book Club Task

15. Read book club book for 20 minutes. I will let you know when to get in your book clubs. • Discuss your jots and work on your book club task with your book club. Workshop

16. With your book club, share one character trait of your main character that you have inferred. Share

17. for today 

18. Read Aloud

19. Part to Whole: Story Elements Question 1: Day 2

21. Good readers know that story elements play an important role in a story. A small part of a text, such as one story element, can say a lot about the story as a whole. Remember, everything an author chooses to include is chosen with purpose! Teaching Point

22. Let’s compare a level 1 response from yesterday to a level 2 response. Question: Reread lines 40–49 from “Stray” below. How is this part of the story important to the whole? Even after a week had gone by, Doris didn’t name the dog. She knew her parents wouldn’t let her keep it, that her father made so little money any pets were out of the question, and that the pup would definitely go to the pound when the weather cleared. Still, she tried talking to them about the dog at dinner one night. “She’s a good dog, isn’t she?” Doris said, hoping one of them would agree with her. Her parents glanced at each other and went on eating. “She’s not much trouble,” Doris added. “I like her.” She smiled at them, but they continued to ignore her. Level 1 Response: I think that this part of the story shows the problem. Doris wants to keep the dog but her parents won’t let her. She says things to try to change their minds. Level 2 Response: This part of the story shows the problem. Doris wants to keep the dog but her parents won’t let her. This part builds tension because Doris tries to convince her parents to change their minds. She tells them that the dog is good. But they ignore her. They don’t want a pet because they are poor. Student Response Sample

23. Let’s review our story elements. Turn and talk about why each story element is important to the whole story.

24. Read book club book for 20 minutes. I will let you know when to get in your book clubs. • Discuss your jots and work on your book club task with your book club. Workshop

25. Share one question you have about your book with your book club. Share

26. for today 

27. Read Aloud

28. Part to Whole: Story Elements Question 1: Day 3

29. Have one partner be partner 1 and one partner be partner 2. • Partner 1, name as many story elements as you can to partner 2. • Partner 2, explain how and why a part of a story, such as one story element, is important to the whole story. Review!

30. Let’s compare a level 1 response from yesterday to a level 2 response. Question: Reread lines 40–49 from “Stray” below. How is this part of the story important to the whole? Even after a week had gone by, Doris didn’t name the dog. She knew her parents wouldn’t let her keep it, that her father made so little money any pets were out of the question, and that the pup would definitely go to the pound when the weather cleared. Still, she tried talking to them about the dog at dinner one night. “She’s a good dog, isn’t she?” Doris said, hoping one of them would agree with her. Her parents glanced at each other and went on eating. “She’s not much trouble,” Doris added. “I like her.” She smiled at them, but they continued to ignore her. Level 2 Response: This part of the story shows the problem. Doris wants to keep the dog but her parents won’t let her. This part builds tension because Doris tries to convince her parents to change their minds. She tells them that the dog is good. But they ignore her. They don’t want a pet because they are poor. Level 3 Response: This part of the story reveals the problem. Doris wants to keep the dog but her parents won’t let her. This part builds tension because Doris tries to convince her parents to change their minds. Doris says “She’s a good dog, isn’t she?” and “She’s not much trouble.” This dialogue shows how much Doris wants the dog. But her parents ignore her. They don’t want a pet because they can’t afford it. But later in the story, they do end up letting her keep the dog. This part shows the idea that if you try really hard, you can get what you want. Student Response Sample

31. Use the author’s exact words. • Use quotation marks and commas correctly. • Tell me where to find this information (page, paragraph, line, etc.). Sentence Starters for Citing Evidence: On page ___, the author stated, “_______________.” According to the text, “________________.” This can be found in paragraph _____. One example of this in the text is in line ____ when the text said, “_________________________________________.” Citing Text Evidence

32. Name the part (and name the story element of the part, if it applies). • Explain the importance of the part to the whole story. • Justify your answer with text evidence. Elements Required for a Level 3 Response to a Part to Whole Question

33. Complete a cold read assessment on readworks.org/student • Enter your class code. • Your password is 1234 • Select your name. • Read the questions. • Read (and reread) the text. • Answer the questions. • I will be completing BAS assessments, so please do your best to work independently when I am with another student.  Workshop

34. We are done with Question 1!