MODEL
TEACHER Introduces and models reading and
writing strategies
STUDENTS Read and respond following the teacher
model
GUIDE
TEACHER Reviews, guides, and provides
feedback
STUDENTS Respond with teacher guidance
MONITOR
TEACHER Monitors and provides guidance as
needed
STUDENTS Apply strategies independently
15
Mins
Lesson Overview
ePresentation • Interactive Reader
Purpose forReading BackgroundKnowledge
FICTION
NONFICTION
Detectives solvecrimes. to findoutwhySherlock
Holmes is sick
1
001_006_FLR_S_Elem_W01_A_666637.indd 1 5/4/15 7:50AM
MODEL
GUIDE
MONITOR
WEEKLY OBJECTIVES
BEFORE READING
• Answer probing questions to build motivation.
• Identify story elements, including title, author, and genre.
• Assess how purpose shapes the content and style of text.
• Listen to text read aloud.
DURING READING
• Listen to text read aloud with expression.
• Identify vocabulary at point of use.
• Draw on specific details by identifying the characters and setting,
highlighting and taking notes, and participating in discussion.
• Comprehend complex text by learning to visualize.
• Make and verify a prediction.
AFTER READING
• Retell a story using appropriate details.
• Make text connections to relate to and remember a story.
• Compare or contrast two or more characters, settings, or events.
• Write vocabulary definitions.
BEFORE READING
ePresentation Any time you model student
responses, use theePresentation to click or type these
responses on the Interactive Reader.
1. Motivate and Engage
Direct students toInteractive Reader page 1. This week we’ll read a
story about a famous fictional detective named Sherlock Holmes.
Stories about Sherlock Holmes always involve following clues and
solving mysteries. What does it mean to solve a mystery? Idea:to
solve a problem by looking carefully for clues What would you do if
you had to solve a mystery? Discuss. In this story, we’ll find out that
Sherlock Holmes is very sick and may be dying.
2. Identify the Story Elements
Before we read a story, we need to look at the title. The title
gives us information to help us understand the story. The title of
this story is The Adventure of the Dying Detective. What’s the
title? Say with students: The Adventure of the Dying Detective
Let’s circle the story title—The Adventure of the Dying Detective.
Model circling as students copy what you circle.Support as
needed.
The author is the person who wrote the story. His name is Sir
Arthur Conan Doyle. Who’s the author of today’s story? Say
with students: Sir Arthur Conan Doyle Let’s underline the author’s
15
Mins
name—Sir Arthur Conan Doyle. Modelunderlining as students
copy what you underline.
This story was written a long time ago. It has been retold here by
Vidas Barzdukas. He read Doyle’s work and wrote it in his own
words. Let’s underline the name of the person who retold the
story—Vidas Barzdukas. Model underlining as students copy
what you underline.
The illustrator is the person who drew the art for a story. This
book has illustrations, but they were drawn by many different
people.
This story is fiction, which means it’s made up by the author and
isn’t a true story. When authors write fiction stories, they want us
to enjoy reading them. Let’s write an X next to the word Fiction.
Model writing as students copy what you write. Support as
needed.
Week 1 • Day 1
4 THE ADVENTURE OF THE DYING DETECTIVE
004_011_FLR_T_Elem_W01_A_668714.indd 4 7/6/15 3:33PM
The Print Experience
Gradual Release of Responsibility
Students become more independent as the amount
of support provided by the teacher decreases.
The lessons in The Print Experience provide
gradually decreasing amounts of teacher support—
Model, Guide, and Monitor—equipping students
to become increasingly more responsible for their
own learning.
Built-in Pacing
SRA FLEX Literacy™ has built-in pacing that helps
manage your instruction. The total daily time
allotment for The Print Experience is 15 minutes. The timing
for each instructional segment is provided.
THE SRA FLEX LITERACY ™ PRINT EXPERIENCE: LESSON OVERVIEW xv