Lesson Builds Predicting and Fluency through the use of Book Bits

The Ticky-Tacky Doll by Cynthia Rylant is one of my favorite books.

Summary: The ticky-tacky doll has been one little girl's best friend ever since Grandmama sewed it for her. They do everything together--eat, sleep, play, even dream. Then school starts, and for the first time the little girl has to leave her beloved companion behind at home. Without the ticky-tacky doll by her side, she grows more sad-eyed and lonely each day. Luckily, Grandmama knows just what to do. http://www.harcourtbooks.com/bookcatalogs/bookpages/9780152010782.asp

Predicting and Fluency Lesson

Before Reading

1. Show cover. Each child writes one prediction on index card or sticky note. This is an optional step. I like to keep the book a secret until the end so I skip step 1.

Complete these steps before moving to step 2
A. Sort

Give the students these phrases on one color paper in rectangles that the children quickly cut out:

-When children go to school, toys are left behind.
-Miserable, the little girl had no use for food or for numbers.
-There is a ticky-tacky doll hiding among the scraps.
-Little girl
-Quiet and invisible
-Watch out the window like all mothers do
-Was learning her letters

B. Now give the students these headings on a different color paper:
-outcome or solutions
-unknown words (word they cannot pronounce, not words they do not know where to place)

C. Have the students discuss with their partner the decisions they are making about why they are placing the word or phrase in certain categories.

2. Distribute Book Bits (the text or story) to the students. (Notes to teacher: I like to buy two copies of the book for this step and cut two books apart so that the children can read the actual text. If you do not want to cut apart the book, then you will need to type the text or write the words on index cards. Adjust the amount of text your children will read to the reading level. The highest reader, reads the most text (a paragraph or two); the lowest reader, reads a sentence. Everyone is included. Everyone has a chance to build fluency on their section of text.

3. Read your section of text (book bit) and make a new prediction on a new index card or sticky note. This might be prediction one if step one was skipped. If step 1 was not skipped, do NOT allow the children to change prediction 1, instead remind the students that the purpose of prediction 2 is adjusting your thinking KNOW that you have more information. Teacher gives a minute to 90 seconds of writing a prediction time. Teacher uses judgement, and keeps the lesson moving along at a quick moving pace.

4. Read own book bit for approximately 3-5 minutes to become fluent on own piece. This might be done before step 3 (use teacher judgement).

5. Read to Each Other Or "Gather Book Bits Information From Others":

Kid one reads book bit one to Kid two.

Kid two reads book bit two to Kid one.

Kid two reads book bit two finds Kid three repeats experience.

Kid one finds Kid four repeats experience.

Whole class is reading in partners. If needed triads. There is NO discussion of page numbers or making predictions. This is simply reading the book bits. I am reading my part, my partner is reading bits of text to me.

6. After five minutes or when the teacher senses that the class is ready to gather together, students go back to seat.

7. Write down next prediction. Emphasize they have more information from hearing more book bits. They are adjusting and changing their predictions because they have MORE information. I used to think ____ now I predict _____. Have students write a new prediction based on more evidence. Label this prediction #3.

8. Repeat or

During Reading

9. Set purpose for listening while the teacher reads: As the book progresses, you will need to keep adjusting some thinking and amending your predictions. You will need to confirm or dismiss old predictions and make new ones as we keep reading. We’ll need to elaborate on ideas not directly stated by the author. Through educated guesses about what is yet to come, you’ll begin to draw conclusions about larger ideas in the story and keep turning pages because you’ll want to know what happens next.

10. Read The Ticky Tacky Doll - The reading of The book can be done is many ways. The students can read the book fluently in order or the teacher can read it depending on the

After Reading

A. Discuss how thinking about predictions makes us want to keep turning the pages. Discuss how our predictions keep adjusting.

B. Revisit the sort. Do not fix the sort. Discuss how it helped to prepare us for the predictions we made.

Writing - Students can relate to this book. Students are frequently afraid or worried about new things or school. A lovie can help. Knuffle Bunny is another book that can help students relate to. Do you remember giving up your pacifer or plug for the special toy from the pacifer fairy? Was it worth it? Many teachers have the rule of no toys at school. Cynthia Rylant has written this effective line: "When children go to school, toys are left behind.” Does this lead you to want to write your own school no toy story?

For more ideas for Ticky Ticky Doll book of the month go to: http://www.cobb.k12.ga.us/~kemp/bom/bom0405/bomindex0405.htm