Pinterest...a GREAT place to find lesson inspiration for Daily 5

Now that you have implemented the Daily 5 in your classroom, you need lessons to teach before sending students off to work independently. I am planning on dedicating an entire post about how I implement CAFE into the mix.  However, I wanted to share a lesson I did with my students this past week.  I was inspired from an anchor chart that I saw on Pinterest.

This is the anchor chart that inspired me!  I found it on Pinterest...of course!  I <3 Pinterest.  Seriously, how did I teach prior to this amazing sight?  I found it on http://theinspiredapple.blogspot.com/.  Fabulous blog, you should all check it out!

Each of the questions are tied to a Common Core standard.  The problem for me was that these were first grade standards and I teach second grade.  After checking out the second grade Common Core standards, I found lots of questions that students should be asking...for fiction and non-fiction. So I started by making an anchor chart titled, Questions We Should Ask When Reading Fiction. It is my intent to make one for non-fiction as well.

I also only wanted to introduce the first two questions.  I wanted to create the anchor chart with my students, model what this looked and sounded like before adding the next question to the chart.  I believe that if students are apart of the making of the chart, then they will be more likely to reference the chart later on. However, I do NOT want to create this again next year, so I will be laminating this cart after this year.  Next year though, I will cover up all the questions and reveal them as we learn them. 

Here is what I did for the my lessons for the first two days of introducing this strategy. I did each lesson prior to my first rotation of Daily 5.  

Day One: RL.2.1

I explained to my students that good readers ask themselves who, when, when, where, why, and how WHILE they are reading.

I read the book, The Wednesday Surprise by Eve Bunting

I would read a few pages, stop and do a think aloud, modeling how I ask myself a who, what, when, where, why, or how question.  Then I would answer what I was thinking.  I would continue reading then I would pause and have students share with a thinking buddy a who, what, when, where, why, or how question.  The other partner would try and answer it.

Day Two: RL.2.6

I explained to my students that good readers pay close attention to who is telling the story.

I read the book, Almost to Freedom by Vaunda Micheaux Nelson 

 I read the first two pages, but paused before reading...being Lindy's doll baby was a right important job.  I asked students to turn to their thinking buddy and share who they thought was telling the story and how they knew. After sharing with their buddy, I ask students to share with me their thoughts.  Then I read the sentence...being Lindy's doll baby was a right important job.  I asked students if their predictions were right. 

I continued the book the same way as I had on with Wednesday Surprise, modeling who, what, when, where, why, and how questions and having students do the same with their thinking buddies. 

This book was longer, so I stopped after reading the page where Lindy and Miz Rachel were getting up in the middle of the night.  I told students I was going to level them in suspense. 

I will continue to post the lessons that I teach to go with each question on my chart and the finished anchor chart.  I promise in the posts to come I will touch on how this fits into CAFE, even sharing my literacy schedule to help it all make sense.  :)

Please feel free to let me know what you think!