Mediate Shared Reading Planner (Five-Day Cycle)

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Intermediate Shared Reading Planner (Five-Day Cycle)

Based on Text Savvy: Using a Shared Reading Framework to Build Comprehension

By Sarah Daunis and Maria Cassiani Iams


Unit of Study Connection:

Planning for Each Day… Using Nonfiction features

Monday: Having a First Glance

Previewing the text and having expectations

Text Introduction: I chose this article because we have been learning about how to read nonfiction pieces Nonfiction articles are based on fact and organized differently from fiction articles.

. Direct Readers’ Listening of the Content of the Text (I’d like you to look and listen for…”)

As I read the article, I want you to pay attention to the text features and how the author presents the information.***Teacher Reads Entire Text Aloud

***Text Discussion

Connection We learned last week ,during shared reading, how important it is for readers to identify the genre so that they know what to expect from the text they are about to read.
Teaching Point Today, we are going to identify the text features in this piece of text and confirm the genre after the text is read.


Active Engagement

Teacher Demonstration (TO) Let’s see. I notice that the article is called, “Ancient Mexico-where and when. I am going to predict that this article is going to talk about the Mexico’s past history. I am a bit confused about what the author meant by “when” so I going to keep this in mind as I read.
Teacher and Students Collaborate (WITH) Let’s look at the article together. Remember, we are looking to identify the genre of the article so we know what to expect when we read it.
What else do you notice? Students should point out that The article is has subheadings, print in bold; there is a map with a cut out and key. Also there is a text box to explain the word “meso”. Hmm. So far, I think it is a nonfiction article. Let’s read on.
Student to Student Work (BY) Students will work with partners and log in their Readers Notebook what they notice and why they think it is included. Are there any other text features that stand out in this article? Why do you think they are included?

T chart
What I notice about text features Why it is used in the articles

What do you think is the genre of this piece of text?
**Review all text features and confirm that the genre is non-fiction. Ask, “What do you think we will learn from this reading this article?

  • previewing text

  • scanning page and pointing out features

  • defining genre

  • confirming genre after text is read

  • setting expectations for the text

  • setting a purpose for reading


Connection Yesterday we sketch what we thought it looked like to be an Aztec boy or girl.
Teaching Point: Today I want you to look at the text for words that are tier 3 words-words that may be unfamiliar to you but will be part of your content vocabulary.

Active Engagement

Teacher Demonstration (TO Hmm. IO see the word “tend” in the second paragraph. I am not sure what it means, but I know that if it is talking about “tending” crops, it must mean to do something with the crops as they grow. Let me read and substitute a word to see if it makes sense. Talk about root words and prefix/suffix.
Teacher and Students Collaborate(WITH)Students share other tier 3 words

Student to Student Work (BY) Students look for words they can classify into content vocabulary.


Connection Yesterday we. Yesterday we looked at the article, Ancient Mexico Where and When.
Teaching Point: Today we are going to use the strategy looking for the main idea and filing the information in boxes/bullets. We will be focusing on naming the big ideas in the text by asking yourself, “What was this mostly about?” and explaining how you know

Active Engagement

Teacher Demonstration (TO) Teacher reads the first two paragraphs and chooses the information and places it in boxes/bullets. We can ask ourselves Today, we will be focusing on naming the big ideas in the text by asking yourself, “What was this mostly about?” and explaining how you know

The ancient Mexican settlers were inventive and self sufficient

  • they moved across the land to hunt for food and clothing

  • they discovered they could grow their own

  • they built their own cities and buildings

Teacher will read and pause. At critical points

Teacher and Students Collaborate (WITH) T&T to your partner for the 3rd and 4th paragraph and list supporting evidence for the main idea

Student to Student Work (BY) Today we learned that it is think about the main idea looking at what the author is trying to explain to us and to find supporting facts

I would like you to do the same with the two subheadings


  • Thinking, “What might be new information for me?”

  • Explaining, “These connections help me understand the text because…”

  • Explaining, “These questions help me understand the text because…”

  • Reading and thinking, “What is the text mostly about?”

Reading and thinking, “What information is important and what information is interesting?”

Thursday Filling in the Picture

Creating a graphic organizer

Connection Yesterday we learned how to use the strategy looking for the main idea and filing the information in boxes/bullets.
Teaching Point Today, as we read, I want you to visualize what it would be like as a boy or girl during that period of history.

Active Engagement

Teacher Demonstration (TO) Teacher will verbalize what she sees and do a brief sketch, explaining her thought process as she sketches.
Teacher and Students Collaborate (WITH Students will turn and talk to partner explaining what they were visualizing as their day.
Student to Student Work (BY) Students will sketch a day in the life of an Aztec boy or girl...

  • creating a movie in your mind

  • thinking about what you see in your mind’s eye

  • creating graphic organizers you can see in your head

  • reading and “filing” information

  • Sketching a picture or diagram thinking, “What do I know about this topic already?”


Connection: We have been reading about the Ancient Mayans and thinking about the main idea, supporting facts, and how it compares to our life.
Teaching Point

  • Today we are going to read the article, thinking of how it is the same and different from our own lives.

Active Engagement

Teacher Demonstration (TO) Teacher draws a Venn diagram and begins the compare/contrast.
Teacher and Students Collaborate (WITH) Students work with partner to locate on other point.
Student to Student Work (BY) choose last point of comparing and contrasting.

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