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Lesson
4-1
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Lesson: Readers have busy brains
==> Read a book (or part of a book) really really fast.
==> Ask the children what the book was about. They will most likely tell you that they don't know because they didn't
understand what you were reading because you read too fast.
==> Reading is more than word calling. Reading is all about understanding.
==> Reader's need to have busy brains.
==> Model stopping after reading a couple of sentences and thinking about what you read.
==> Today I want you to stop after you read a sentence or two and think about your reading.
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Lesson
4-2
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Lesson: Reading pizza
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Theology book
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Lesson
4-3
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Lesson: Readers are metacognitive
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Lesson 4-4
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Lesson: Metacognition Visual
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Lesson
4-5
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Lesson: What does thinking look like?
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Sunday Comics
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Lesson
4-6
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Lesson: In a Fog (wouldn't it be great if we could do this lesson on a foggy day?)
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Lesson
4-7
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Lesson: Readers get inside the story
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Lesson
4-8
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Lesson: Setting reading goals
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Dart Gun
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Lesson
4-9
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Map
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Lesson
4-10
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Lesson: Introducing the FACE Board
==> We've been talking about readers setting goals.
==> Today I would like you to meet 4 friends. I call them the faces of reading.
==> Each face reminds us of an area that we need to work at to become strong readers.
==> Fluent Freddy Frog reminds us that we need to practice to make our reading smooth.
==> Accurate Ally Alligator reminds us that what we read needs to match the words on the page.
==> Cool Comp Cat reminds us that we need to work to understand what we read.
==> Expanding Elly Elephant reminds us that we need to expand our knowledge and grow our schema.
==> As we learn new strategies throughout the year we will add them under the appropriate category.
==> We've already learned that we need to have a busy brain. When we have a busy brain it helps us understand what
we read. Which face do you think that should go under?
==> We've also learned that we need to stretch out words. What face do you think that would go under?
==> Right now we have two goals that we can work at on the FACE board. I want you to choose one of those two goals
to work on today.
==> When I call your name I want you to go put your name card on the board next to the goal you are going to work on.
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FACE Board components
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Lesson
4-11
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Lesson: Readers get their minds ready to read
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