The Magic Finger Section 1

Date: 3-20-17 Subject: ELA

Literacy comprehension strategy/ies: Monitor for meaning, prediction,

summarizing, inferring

Purpose: Understanding characters and how they change throughout the

story.

Common Core State Standards for English Language Arts (written

out in full):
RL.4.3, 5.3, 6.3: Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute to the
sequence of events
SL.4.2, 5.2, 6.2: Determine the main ideas and supporting details of a
text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.

Accommodations for English Learners:

Previewing text, frontloading vocabulary, using pictures in story to
support comprehension

Time: 20-30 minutes

Pages 7-15

Instructional objective: Students will listen and participate in making

predictions, summarizing, making inferences, making connections (text-to-
text, self, world), and character description.

Refer to Tompkins text on the Reading Process to address components from

the first three stages. (Stage 4 and Stage 5 can be used in the writing
section of your lesson.)

Stage 1: Prereading:
Connect to childs prior personal experiences, connect to prior literary
experiences. Make predictions. Connect to thematic units or special
interests.
 o Talk about other Roald Dahl books students have read and the
similarities between them. Then ask them if they can make a
prediction about the girl on the cover of the book using their
knowledge of previous Roald Dahl stories.
Write out a short introduction to the book: This story is about..
o A little girl who has a power to make things happen when she is
angry. What happens to you when you are angry? Do you see
any colors? Is there something that makes you angry and makes
you want to do something about it?
Give a purpose for reading: We are reading to find out what happens
when the little girl becomes angry. We want to think about the
characters and their traits in the first chapter.

Stage 2: Reading:
I will call attention to the first person narrative. Then I will begin
reading the text, modeling fluency, and monitoring for meaning and
students will follow along.
I will check for understanding by asking questions throughout the
chapter. I will ask questions about figurative language and about the
characters.

Stage 3: Responding:
Students will respond by answering questions and retelling the story.

Stage 4: Exploring: Discuss and begin character-tracking worksheet.

Stage 5: Applying: Complete section 1 of comprehension questions.

______________________________________________________________________________

Identify key features of this book that are important for the child to know
(e.g., genre, layout, topic, unfamiliar concepts, tricky language, etc.).
Fiction First person
No marked chapters Mind your Ps and Qs: be on your best
behavior, watch your language

List any vocabulary words/concepts you anticipate the child may need
support with.

Seeing red: to feel angry Electric

Cross: feeling angry Forefinger