Students come up with the characters and plot for these self authored and illustrated books.  Before the final pages are created, students attend a "writers workshop" with Mr. Soto to go over structural, grammatical, and spelling errors. 

1.  This lesson's purpose was to help students understand AND identify author's purpose using close reading strategies (excellent CCSS).

2.  Students discussed (in pairs) what author's purpose means (including the types pictured above on the white board).

3.  Then students individually read a non-fiction article (some read it independently, some (lower IRL) listened with headphones, and watched the screen (featured above) where the words were highlighted as they listened and read (differentiated).

4.  Next students were put in heterogeneous groups and given a two page spread of the story.  Together they found an important quote from the text, and EACH wrote it on a note card (all students write). 

5.  Then, as a group, the students placed their note cards on the board next to "Inform," "Entertain," or "Persuade" to identify the statement's purpose.

6.  Lastly, the class determined (based on concentration of note cards) whether the piece was primarily informative, persuasive, or merely for entertainment. 

P.S. The student featured in the headphones above is wearing sound reduction headphones so he may read independently (isn't distracted and doesn't distract others).

The Callahans share this with their students' parents.  So often we ask parents to read with their students, but don't provide support in HOW to do it.  Here it is. I'm sure they'd love to share it with you.