Transitional Reader Small Group Learning Plan (DRA 18-38)

DRA Level 50
Fluency
Rate, Accuracy, Expression,
Phrasing (Rereading familiar
texts) (3-5 minutes)

Monday

Tuesday

Wednesday

Thursday

Friday

*TTW take anecdotal notes as

needed on students fluency,
accuracy, and expression while
listening to them read.

*TTW take anecdotal notes as

needed on students fluency,
accuracy, and expression while
listening to them read.

*TTW take anecdotal notes

as needed on students
fluency, accuracy, and
expression while listening to
them read.

TTW take anecdotal

notes ass neededon
students fluency,
accuracy, and expression
while listening to them
read.

Title: Ooka and the Honest

Thief (Junior Great Books)

Title: Ooka and the Honest Thief

(Junior Great Books)

Title: Ooka and the Honest

Thief (Junior Great Books)

Title: Ooka and the

Honest Thief (Junior
Great Books)

TSW preview the story:

*What do you notice? Is there
anything strange about the title?
*Note numerous paragraphs
with quotation marks: what does
this mean?
*Is it possible for a thief to be
honest?

*Verbally summarize what

students learned from yesterdays
reading.
*TSW be asked to mark places
where they think Ooka is being fair
with an F or unfair with a UF as
they reread the story.

*Review the purpose of

yesterdays discussion and
what students were able to
find while reading.
*Introduce the vocabulary
words: courtesy, virtue, and
sufficient.

TTW explain that students

will be taking part in shared
discussion, or inquiry.
*Give the focus question &
have them write it on the
back of their story: What
doesnt Gonta think it is
dishonest to steal rice for
his family? Do you think
hes stealing?

During

Students read independently

Teacher listens to student

reading and takes anecdotal
records/running records

TSW read the story on their

own, stopping to mark with a C
places where they are
connecting something to their
knowledge/experiences and ? to
places where they have
questions about the story.
TTW listen to 2-3 students read.

Second Reading with Directed

Notes
TSW reread the entire story on
their own, marking places with an
F or UF. TTW listen to 2-3 more
students read, stopping to ask them
to think out loud about what they
are reading.

TSW go back into the text

and reread the sentences with
the highlighted vocabulary
words.
*Based on context clues,
TSW write what they think
the definition is on a sticky
note, one for each word.

TSW be given 10 minutes

to go back to their seats and
reread the story, underling
all evidence to support the
focus question in red
colored pencil. Be ready to
discuss.

After

Teaching points: strategy use

Text discussion focusing on

reading comprehension skills

TSW share with a partner a

connection they made.
Discuss ?s they had.
*Ask: what are the story
elements so far? (setting,
characters, problem, events,
resolution)
*Infer: Why does Yahichi call
Ooka Lord Ooka?

TSW clarify & elaborate on their

opinions.
*How is Ooka being unfair in the
passage you read?
*Who marked this passage
differently? Why?
*Where did you find Ooka being
fair?

*Review how each word is

used in the story. TSW read
their definitions.
*TTW define each word.
*How does Ookas courtesy
toward Gonta lead him to
believe that Gonta is an
honest thief?
*Why does Ooka see Gonta
as having virtue & how does
that affect his decision?

Shared Inquiry:
TSW discuss the first focus
questions. TTW facilitate:
*After meeting Gonta, why
does Gonta change his mind
that it is just as dishonest
to steal one grain of rice as
it is to steal a large sack?
*Would you consider Gonta
a thief? Why or why not?
Can someone be an honest
thief?

Guided Reading (15-20

minutes)

Before

Book preview/predictions

Vocabulary

Concepts

Revised 3/30/13

Revised 3/30/13