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Unit: Getting to Know Characters

Session 2: Reading Across Pages

Connection
”When we first met, we didn’t know each other very well. Now that we
In the connection, students have spent a lot of time together, I know a lot about each of you! Our
learn why today’s ideas about each other might have changed from the first day of
instruction is important to
school. The same thing can happen when we meet new characters in
them as a reader. They will
discover how the lesson our books. Each page can tell us something new, and the whole book
relates to prior work. can help us learn more about the character.”

Teaching Point Readers, today I want to teach you that readers don’t just think
about each page separately. They hang on to what they have read
The teaching point states across all the pages, and think about what all the pages combined
explicitly what the students might teach about a character. Sometimes, readers’ ideas about
will learn/do today as characters change as they read on and learn more.
readers.

Teach
Use a picture book to explore the change in character
The teacher models
whatever is being taught. Make observations about the Elephant and Piggie book, Are You
You may choose to model
Ready to Play Outside? Look at the title and say, “I see Gerald the
how and when the strategy
will work best *in context* of Piggie both look happy! They’re probably both very happy to play
a demonstration text. outside, right? Let’s read to see if we are right.”
Begin to read the story. Think out loud about how the characters
The teacher will explain and feel: “They are both so happy to play outside!”
show an example, voicing Around page 12 and 13, stop to think about how the characters feel
aloud the step-by-step now. “My ideas about these characters are starting to change. Piggie
moves. doesn’t look very happy anymore. She seems worried. Elephant isn’t
smiling anymore either. I bet if we keep reading, we can learn more
about these characters.”

Active Engagement
Read to page 25. Have students turn and talk.
After being taught and “With your partner, talk about what type of characters you think
shown, the students are Elephant and Piggie are.”
given the opportunity to Let the students talk for a few moments while you quickly confer.
quickly practice. They can
“Who can tell me what you think about Elephant and Piggie now?”
turn and talk with a partner
or share what they noticed “ Instead of just being happy characters, I learned that Gerald is
during the demonstration in working hard to make Piggie happy because he is sheltering her
order to show from the rain. He must care about his friend.”
understanding of the
strategy or skill being
taught.
Link
-”Wow, we didn’t even finish our story, but I already learned a lot
The teacher reiterates what about these characters. At first I thought that Elephant and Piggie
has just been taught, adding were just happy, but now I see that there is a lot more to their
it to the students’ toolbox or
characters. It’s so important to use all the information we learn from
repertoire. Students are
reminded to use today’s the entire story. Sometimes, our ideas about our characters change
strategy today and as we read and learn more. Today while you’re reading, I want you to
everyday to strengthen pay attention to how your characters change as you read your
their reading. story.”

Transition to partner time:


“Readers, I want you to choose one character from your book to
share with your partner. How has your character changed? Tell them
what you learned about your character when you read the book.”

Share:
Gather students at the carpet. Display the prompts “At first I thought
_____________, but now I think _____________.”
“Readers, you were paying very close attention to your characters
today. I bet your ideas about a character changed as you read your
books, just like when I read that Gerald and Piggy book! At first I
thought that they were happy characters, but after I read some
more, now I think that Gerald is a caring friend. Put a character from
your book in your head. Now, turn and tell your partner what you
first thought about your character, and what you think now.”

Tell students, “Today, and everyday while you read, you should use
all the information from your book to learn about the characters. It’s
okay if our ideas about our characters change!”

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