Enbrighten Reading Group, Wonder by RJ Palacio 

Subject: 5
     Grade Reading____   Activity: Enbrighten Reading Group____________  Setting: Resource Room_________# of Students:_4___
th

Statement of  CCSS.ELA­LITERACY.RL.5.2 Accommodations
Objective: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama  / Notes
respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. (Summarizer)

CCSS.ELA­LITERACY.RL.5.4
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors 
and similes. (Vocab Master)

CCSS.ELA­LITERACY.RL.5.3
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the 
text (e.g., how characters interact). (Connector) 

CCSS.ELA­LITERACY.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 
(Clarifier)

CCSS.ELA­LITERACY.RL.5.7
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, 
multimedia presentation of fiction, folktale, myth, poem). (Visualizer) 

CCSS.ELA­LITERACY.SL.5.1.D
Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the 
discussions. (Predictor) 

CCSS.ELA­LITERACY.SL.5.1.C
Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the 
remarks of others. ( Questioner) 

“I can” statements for each Enbrighten role (Attached) 
 
By the end of this lesson students will be able to score a 3 or better all of the Enbrighten roles (summarizer, vocab 
master, connector, clarifier, visualizer, predator, and questioner) on a ‘Chalk Talk’ shared chart paper based on the  
chapter read from Wonder based on the rubric by the end of this lesson.

Materials:  Wonder by RJ Palacio 
 Enbrighten rubrics 
 Chart paper/ markers
 Sticker point charts
 Wonder Wall 
Opening: Welcome the children to the table and review the behavior expectations (Wonder Expectations). The expectations have  Reward expected 
been created by the group the previous day. Review each statement and have students sign their names if they agree to  bahavior with 
the expectations.   sticker points 

Tape Wonder Expectations to the Wonder Wall. 

Introduce the chart paper and Chalk Talk expectations
­ No talking while writing 
­ Write you own ideas 
­ You can put a star next to items you agree with or a question mark next to any items that may confuse you or
that you have a question about
­ You must complete each role  
Presentation: Review the student “I can” statements for each role  Use Enbrighten 
­ Check for understanding after each statement­ Thumbs up/down rubric to remind 
­ If students feel unsure about what the statement means or should look like, use the Enbrighten rubric to  students of what a 
explain expectations. Use the rubric to review what students need to have to earn a 3 or better.  3 or more should 
­ Give a copy of the rubric to each student and have them highlight or circle the expectations for a 3 or better. look like for each 
role. Students may
Students are familiar with the Enbrighten rubric and have practiced all the roles separately. Reviewing the expectations  have individual 
for all roles may not be appropriate at this time.  rubrics to 
highlight the 
Invites students to choose a marker and sign their names in the center of the chart paper. Tell sudents that the color  expectations. 
coding will be used when grading their responses. 
Sticker charts can 
Collect markers, rubrics, or other distractions. be out on display 
to remind students
*Before reading, start by front loading vocabulary by introducing the Vocab Mater role.  some of the tricky vocabulary  that they can earn 
that will be in the chapter  points for 
­ Anomalies – or an anomaly (only one), are things that are different from the expected. For example, the  expected 
warm sunny day in January was an anomaly. behaviors
­ Hysterical­ means having an uncontrolled or extreme emotion. Hysterical can also mean extremely funny. 
For example, the man was hysterically mad when he lost his keys, or that was a hysterical joke!

Read Wonder "How I came to life" 
Individual  Read Wonder chapter 3, "How I came to life"
Practice:
After finishing the chapter in Wonder pass back students’ markers and start the timer for 5 minutes. 

As students walk aroud the table, filling in each role, monitor behavior and comprehension of the text. 

After 5 minutes invite students to sit at the table and celebrate positive behaviors. Use sticker charts to reward expected 
behavior. 

Guided  Share out roles. Each student is responsible for reading one whole role. As students read out comments, model 
Practice: appropriate behavior by asking clarifying questions.

Guide students in discussion on any topic students might have questions about or further interest. Encourage students to 
lead the conversation. 

Use color coded answers to grade students responses with Enbrighten rubrics after the lesson.
Closing: Thank students for their hard work and thoughtful responses. Review main themes, questions, or concerns raised in the 
discussion.

Reflection:
__________________________________________________________________________________________________

___________________________________________________________________________________________________
I can statements when using Enbrighten

I can explain what a text is mainly about.
(Summarizer)

I can make connections with the text.
(Connector)

I can make predictions about what may
happen next. (Predictor)

I can generate questions to think deeper
about what I read. (Questioner)

I can use strategies to find meanings for
tricky words I encounter in the text. (Vocab
Master)

I can use strategies to clarify when the text
becomes confusing. (Clarifier)
Summarizer Not Yet-1 Good Try-2 Making Progress Almost There-4 Got it-5
-3
Student is Student creates Student creates Student creates
unable to/does summary Student creates summary sentence(s) summary sentence(s)
not attempt to sentence(s) that summary sentence(s) showing accurate showing accurate
create a is unrelated to showing semi- reflection of text. understanding of text
summary text. accurate reflection of reflecting on the them
sentence. text. or meaning of the tex

Visualizer Not Yet-1 Good Try-2 Making Progress Almost There-4 Got it-5
-3
Student is Student creates Student creates Student creates a
unable to/does a mental image Student creates and meaningful, text- series of text related
not attempt to that is somewhat shares a mental related mental mental images to rela
create mental related to text. image that is related images of what they a sequence of events
image or mental to text with limited are reading to each other and the
image unrelated understanding. demonstrate theme.
to text. understanding of the
text.

Vocab Not Yet-1 Good Try-2 Almost There-3 Got it-4 Got it-5
Student selects tricky
Master Student is Student selects Student selects tricky words and is able to Student provides a
unable to/does tricky words but words and is able to provide a reasonable reasonable explanatio
not attempt to unable to reason provide a reasonable explanation of the and analyzes how
select any tricky out meaning. explanation of the meaning using author’s words choice
words. meaning. evidence from the impacts the meaning
text or another and tone of the text.
source (i.e.
dictionary).

Connector Not Yet-1 Good Try-2 Making Progress Almost There-4 Got it-5
-3
Student is Student uses Student uses their Students use their
1. text to self unable to/does their background background connections and relat
2. text to text Student uses their
not attempt to knowledge to background knowledge to make it to different genres
3. text to make make a text to text and text terms of their
world knowledge to make
connections to connection. text to self to world connections approaches to similar
the text. connections citing citing evidence from themes and topics.
Student makes evidence from the the text to
irrelevant text to demonstrate demonstrate
connection. understanding. understanding.

Questioner Not Yet-1 Good Try-2 Making Progress Almost There-4 Got it-5
-3
Student is Student Student Student generates
unable to/does generates Student generates independently questions to enhance
not attempt to irrelevant/illogica literal (right generates literal and/or clarify meanin
generate l question(s). there/factual) (right there/factual) of text (critical
question(s). questions related to questions related to response, big idea).
the text with the text to guide
prompting. comprehension.

Clarifier Not Yet-1 Good Try-2 Making Progress Almost There-4 Got it-5
-3
Student is Student is able Student is able to
Student is able to hel
unable to/does to identify Student is able to identify confusing
resolve/answer other
not attempt to confusing parts independently parts of text, and
student’s jobs using
identify with prompting. identify confusing attempts to
evidence from the tex
confusing parts. parts. resolve/answer other
to support reasoning.
student’s jobs.
Predictor Not Yet-1 Good Try-2 Making Almost There-4 Got it-5
Progress-3
Student is Student makes Student makes Student makes
unable to/does prediction that is Student makes thoughtful guesses thoughtful guesses
not attempt to not thoughtful somewhat thoughtful about what will about what will happe
make a illogical, predications using happen in the text. in the text. Student
prediction. irrelevant. some information revises prediction as
from the text or they read. Student us
prompting information from text

Enbrighten® Scoring Rubric