Language Arts Strand
Tracy Malone
Liberty University
M.A.T. Elementary Education, Liberty University
EDLC 632 Literacy and Language Instruction (D04)
Dr. Cynthia Hooper
May 7, 2023
Author Note
Liberty Student
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Liberty Student.
Email: tmalone20@liberty.edu
Abstract
Language Arts Strand project is quite significant for the English language learning of students and this
particular one is meant to talk more about a children’s book, The Secret Keepers by Trenton Lee Stewart
and other books relating to it during the delivery of English language arts lesson f\to grade 4 students.
Since the students are on their way to learning more on etiquette and how to live well with others, this
book will be of great help to them. this is because the moral and key theme in this book is about standing
up for what is right. It also talks about the power and responsibility which are key things that students opt
to learn and possess.
Text Set
Grade Level
4th grade
State
Standards
Reading:
CCSS.ELA-Literacy.RI.4.1. Refer to details and examples in a text when
explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RI.4.5. Explain major differences between poems, drama, and
prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and
drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions)
when writing or speaking about a text.
CCSS.ELA-Literacy. RI. 4.10. By the end of the year, read and comprehend
literature, including stories, dramas, and poetry, in the grades 4–5 text complexity
band proficiently, with scaffolding as needed at the high end of the range.
Writing:
CCSS.ELA-Literacy.WI.4.1. Write opinion pieces on topics or texts, supporting
appoint of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational
structure in which related ideas are grouped to support
the writer’s purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to,
in addition).
d. Provide a concluding statement or section related to the opinion presented.
CCSS.ELA-Literacy.WI.4.6. With some guidance and support from adults, use
technology, including the Internet, to produce and publish writing as well as to
interact and collaborate with others; demonstrate sufficient command of keyboarding
skills to type a minimum of one page in a single sitting.
CCSS.ELA-Literacy.WI.4.9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character,
setting, or event in a story or drama, drawing on specific details in the text [e.g., a
character’s thoughts, words, or actions].”).
b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an
author uses reasons and evidence to support particular points in a text”).
Speaking and Listening:
CCSS.ELA-Literacy.SL.4.2. Paraphrase portions of a text read aloud or
information presented in diverse media and formats, including visually,
quantitatively, and orally.
CCSS.ELA-Literacy.SL.4.5. Add audio recordings and visual displays to
presentations when appropriate to enhance the development of main ideas or themes.
Objectives
After reading stories about The Secret Keepers, students will be given a chance to
identify key events in lives of the characters in this story with 5/6 identified clearly.
They will analyze the main characters involved in the story by answering questions
relating to each character with all characters analyzed correctly. The student will
have the opportunity to identify the main conflict and resolution and write a
summary of the main conflict and resolution in the book with 5/6 identified
correctly.
Children’s
Literature/
Reading
Materials
"The Name of this Book is Secret" by Pseudonymous Bosch
"The Secret of the Old Clock" by Carolyn Keene
"The Mysterious Benedict Society" by Trenton Lee Stewart
"The Secret Olivia Told Me" by N. Joy
"The Secret Keepers" by Trenton Lee Stewart
Test Set
In this unit, learners will be exploring the concepts found in The Secret Keepers by Trenton Lee Stewart
in various aspects will basing arguments on the Common Core/State Standards related to grade 4 English
language learning.
1. "The Name of this Book is Secret" by Pseudonymous Bosch
"The Secret Keepers" (Bosch, 2007) is a work of fiction published in 2016 that can help students
learn how to respond to different questions using text, which aligns with Reading Standard 1 of
the Virginia Common Core Standards. The book can help 4th grade students develop reading
comprehension skills and build upon their ability to analyze conflict, resolution, and character
development. Students will engage in writing and speaking activities as they summarize the plot,
discuss character motivations, and make predictions. Teachers will assist students during their
first reading of the book to ensure comprehension.
2. "The Secret of the Old Clock" by Carolyn Keene
By reading 'The Secret of the Old Clock (Keene,1930), students will explore and develop their
writing skills, focusing on character development, voice, and point of view. This aligns with
Writing Standard 1 and will be used as a great resource for teaching writing after the text has
been read.
3. "The Mysterious Benedict Society" by Trenton Lee Stewart
This book focuses on the reading comprehension, analysis, and critical thinking. Students will
enhance their speaking and listening skills by reading 'The Mysterious Benedict Society (Stewart,
2007), which has a Lexile measure of 700L. The book is recommended for students in grades 4-6
and will provide opportunities for students to participate in discussions and activities that align
with Literacy Standard 1. The book follows the adventures of teenage detective Nancy Drew as
she uncovers the mystery and a secret fortune tied to an old clock that she inherited from a family
friend. With guidance and support from adults, students can use technology, including the
Internet, to produce and publish their writing, as well as interact and collaborate with others.
Additionally, they can demonstrate their keyboarding skills by typing a minimum of one page in a
single sitting.
4. "The Secret Olivia Told Me" by N. Joy
Reading 'The Secret Olivia Told Me' by N. Joy (Joy, 2007) will support students as they develop
their ability to paraphrase information presented in various media formats, including visual,
quantitative, and oral formats, which aligns with Literacy Standard 2. The story is centered
around Olivia, a young girl who has a secret that she can't keep to herself. Olivia learns about the
importance of telling the truth and the consequences that can arise from keeping secrets. This
book can be used to teach 4th grade students about character education and the importance of
honesty and trust in their relationships with others. Students will practice summarizing and
rephrasing portions of the story and will demonstrate their comprehension of the text in multiple
forms.
5. "The Secret Keepers" by Trenton Lee Stewart
Reading 'The Secret Keepers (Stewart 2014) by Trenton Lee Stewart can assist students in
mastering Literacy Standard 5, as they learn to add appropriate audio recordings and visual
displays to their presentations to enhance the development of main ideas or themes. With a
Lexile of 630L, students will incorporate elements of the story into their presentations, students
can improve their understanding of the book while also building essential communication and
technology skills.
6. "The One and Only Ivan" by Katherine Applegate
The Lexile level for "The One and Only Ivan" by (Applegate, 2012) is 570L and will help 4th
grade students develop their comprehension, analysis, and interpretation skills as they navigate
complex narratives and themes. Students will spend time interpreting and identifying main events
and characters. They will also develop their writing skills by submitting written responses about
the book. The book is a great example of the power of storytelling and how to create change to
inspire others. This book is great to help students expand their vocabulary development, writing
skills, and oral communication skills when they participate in class discussions and submit
writing assignments.
Lesson Plan
LESSON PLAN TEMPLATE
PRELIMINARY INFORMATION
Candidate Name: Tracy Malone
Grade Level: 4th grade
Candidate’s Endorsement:
Elementary Education
Central Focus: Reading and Writing
Subject:
English Language Arts
Learning Segment Theme: Development of reading
comprehension and critical thinking skills through the
exploration of secrets and mystery through Rueben’s
discovery of a mysterious antique watch with magical.
Where in the learning segment does
this lesson occur?
☒Beginning ☐Middle
☐End
Lesson Structure or Grouping:
☒Whole Class ☐Small Group ☐1:1
Other (specify): Click or tap here to enter text.
STUDENT ASSETS (KNOWLEDGE OF STUDENTS)
Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list
N/A.
Personal (Interests, family
backgrounds, experiences, etc.)
This class includes 6 male and 6 female students; it is
composed of different types of family structures. Most
students reside in single family homes with a small percentage
of students residing in single households. Students have an
average household income of $100K. One student is adopted
and 3 students lives with a legal guardian. Due to the sought
after language immersion program at the school, 1/4 of the
class partcipates in French classes and all students participate
in the Spanish immersion program. 1/2 of the class
participates in extracurricular activities after school (eg.
Football, soccer, basketball, and gymnastics) and 2 female
students are in Girl Scouts and 3 male students are in Boys
Scouts. 3 of the students attend after school programs at the
school site and all students have private in-home tutors.
Cultural (Traditions, dialects,
worldview, literature, arts, etc.)
English is the primary language for most students, but 2 are
ELL. 1/3 of the class attends a Christian church weekly. 4
students attend a church that is a religion other than Christian.
2 students are economically disadvantaged and receive
reduced lunch. The class is composed of 4 African American
students, 3 Caucasian students, 2 Indian students, 1 Asians
students, and 2 who would be considered Hispanic. Because
the city has a few universities and many smaller
colleges, there are many opportunities to attend concerts,
community events, and professional sporting events. The
area of the school is experiencing an uptick in families moving
to the area and has a large Military presence. The students
have been participating in learning circles and various reading
projects.
Community (Landmarks, community
events, etc.)
The city is located in Northern Virginia; comprises several
countries and independent cites in the Commonwealth of
Virginia. It is a widespread region radiating westward and
southward from Washington, D.C. The area is considered by
many to be a bustling city with out of state military families,
community colleges, universities and other smaller colleges.
The beach is about 2.5 hours away in Maryland, Delaware,
and Southern Virginia. The city has a train and is in close
proximity three two major airports. There is a military base 5
miles from the school.
Developmental (Cognitive, physical,
social, and emotional)
The students are showing positive progress in their learning
and development. As a group, they are demonstrating strong
numeracy skills, with over half of the students able to count to
50 independently. Additionally, the students are displaying a
good level of social-emotional development, as evidenced by
their ability to engage in group work and share their thoughts
and ideas during individualized learning and literature circles.
One student in the class is exhibiting strong self-regulation
skills by recognizing his own needs and preferences. While he
may not enjoy participating in group work, he is still able to
effectively complete his assignments by discussing the task
with his group and then working with the teacher in reading
workshops.
CONTENT STANDARDS
State Standards
CCSS.ELA-Literacy.RI.4.1. Refer to details and examples in
a text when explaining what the text says explicitly and when
drawing inferences from the text.
CCSS.ELA-Literacy.RI.4.5. Explain major differences
between poems, drama, and prose, and refer to the structural
elements of poems (e.g., verse, rhythm, meter) and drama
(e.g., casts of characters, settings, descriptions, dialogue, stage
directions) when writing or speaking about a text.
CCSS.ELA-Literacy. RI. 4.10. By the end of the year, read
and comprehend literature, including stories, dramas, and
poetry, in the grades 4–5 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
CCSS.ELA-Literacy.WI.4.1. Write opinion pieces on topics
or texts, supporting appoint of view with reasons and
information.
a. Introduce a topic or text clearly, state an opinion, and create
an organizational structure in which related ideas are grouped
to support
the writer’s purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for
instance, in order to, in addition).
d. Provide a concluding statement or section related to the
opinion presented.
CCSS.ELA-Literacy.WI.4.6. With some guidance and
support from adults, use technology, including the Internet, to
produce and publish writing as well as to interact and
collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of one page in a single
sitting.
CCSS.ELA-Literacy.WI.4.9. Draw evidence from literary or
informational texts to support analysis, reflection, and
research.
a. Apply grade 4 Reading standards to literature (e.g.,
“Describe in depth a character, setting, or event in a story or
drama, drawing on specific details in the text [e.g., a
character’s thoughts, words, or actions].”).
b. Apply grade 4 Reading standards to informational texts
(e.g., “Explain how an author uses reasons and evidence to
support particular points in a text”).
CCSS.ELA-Literacy.SL.4.2. Paraphrase portions of a text
read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.SL.4.5. Add audio recordings and
visual displays to presentations when appropriate to enhance
the development of main ideas or themes.
National Standards
NCTM Reading and Writing.
Students should be able to identify main ideas and supporting
details in a text, summarize the text, and explain how specific
details support the main ideas.
Students should be able to craft and structure: students should
be able to analyze how a text is structured, including the use
of headings, paragraphs, and chapters, and understand how the
author uses language to create meaning.
Students should be able to compare and contrast information
presented in different texts, draw inferences and conclusions
based on the text, and integrate knowledge and ideas from
multiple sources
InTASC Standards
Standard #5: Application of Content is particularly relevant.
This standard emphasizes the importance of teachers being
able to plan and implement effective instruction that is
grounded in content knowledge, research-based practices, and
the diverse needs and backgrounds of students.
LEARNING OBJECTIVE(S)
These must be behavioral and measurable.
Statements of what students will know, understand, and be able to do at the end of the lesson (consider
all three domains). Include condition, performance, and criterion.
After reading stories about The Secret Keepers, students will be given a chance to identify key events
in lives of the characters in this particular story.
BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET
How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques
will you use to engage students?
In English language Arts lesson, students will be exposed to different concepts of language such as
reading, writing, speaking and listening among others. This will help students to explore the central
focus of these particular books.
Before reading these books for instance, The Secret Keepers, they would have read other various books
and texts relating to this particular book that would inform their English language development. This
would have helped them to have a clear view of what is expected of them and be able to answer various
questions relating to this book. Before this specific lesson, students will practice asking their own
questions as well as how to take notes from a text. Both skills require students to determine the most
significant information from a given text relating to these children’s books.
MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING
For example: How will you engage students with ideas/texts to develop understanding? What questions
will you ask? How will you promote question generation/discussion? What activities will you use to
engage students in learning—for individuals, small groups, or the whole class? How will you
incorporate technology? How will you address the academic language demands? Detail your plan.
Note: For math lesson plans, please write or attach every task/problem students will solve during the
lesson—with the correct answers.
Instruction/Modeling
Read the book, The Secret Keepers by Trenton Lee Stewart.
Show students well-organized graphs, flashcards, charts on
PowerPoint presentation to make it easy for students to
interpret. For instance, the question “I have the following
questions about Reuben in the story The Secret Keepers by
Trenton Lee Stewart” can be displayed to students. Give
students the opportunity to generate answers on their own
through peer discussion and group works.
Some of the questions o consider in this case would include
the following:
What is the age of Reuben in the book The Secret Keepers by
Trenton Lee Stewart?
The feedback relating to question above, would it be best
answered at the beginning, middle or end of the lesson?
This is the concept to consider when answering a question
from a book like this one. It is important to figure out the
most logical place and time for the answer to be based on.
Involve students in the questioning sessions. For instance,
Who can read the next question?
Perfect, what is the main lesson that Reuben learned from his
discovery?
Do you think Reuben is right in his discovery of doing the
right thing every time?
Do you think this answer will be provided at the beginning,
middle or end?
The answer should be given in the middle of the lesson to
keep students actively engaged in the lesson. It will also
enable students to connect their prior knowledge to the
concepts in the book that they are reading.
Guided Practice
• Students will take turns selecting a category and point
value where each leaner will get a chance to ask and
question from each category and cannot pick the same
point value more than once.
• This can help students develop their imagination and
creativity while also building their understanding of
the book's characters and plot.
Independent Practice
Independent Practice:
Independent Reading Activity
Each student will receive a copy of the book, The Secret
Keepers by Trenton Lee Stewart?
• Students will read the book independently.
• After they read the text, students will be given
different questions from the texts to answer.
• Students will answer the questions and turn in their
feedback relating the stories from the book.
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
You all did well during the lesson and the entire time every one of you remained active and engaged.
To confirm what everyone has learned, each one of you will answer different questions relating to the
stories from The Secret Keepers by Trenton Lee Stewart
EVIDENCE AND ASSESSMENT OF STUDENT LEARNING
How will you know whether your students are meeting your learning objective? What tools will you
use to measure their progress? How will you provide feedback to promote student learning?
Diagnostic/Pre-assessment(s) (could
be prior to the lesson)
A reading assessment will be given to assess students' reading
comprehension, fluency, and vocabulary. Each student will
read a chapter and then answer open-ended response
questions.
A writing assessment will be given to assess students' writing
skills and sentence structure. Each student will write a prompt
with a prompt from the book.
Formative Assessments/
Feedback to Learners (part of the
activities in the lesson)
Students will be paired in groups of 2 to review each other's
work. Teachers will have the opportunity to observe students
as they work in groups and participation in activities.
Summative Assessment (matches the
objective)
Written quiz for students to identify the main events in the
story and an essay questions that will have students analyze
character development throughout the story.
ACADEMIC LANGUAGE DEMANDS
Language Demand(s)
Understanding and using specific vocabulary related to the
story, and understanding the beginning middle and end of the
story actions in the story and using appropriate grammar and
vocabulary to express their ideas accurately.
Language Support(s)
Students will receive a glossary to better understand
vocabulary words related to the events in the story.
Students will create a character charts to organize their
thoughts and ideas about the events in the story.
The story will be read aloud to students and group discussions
will take place to build background knowledge and
understanding.
Small group and one-on-one instruction will help to support
ELL students.
Essential Vocabulary
Cryptic - having a mysterious or hidden meaning
Clairvoyant - able to see the future or things that cannot be
seen
Melancholy - a feeling of sadness or depression
Obscure - not well-known or difficult to understand
Intricate - complex or detailed
Conundrum - a confusing and difficult problem or question
Clandestine - kept secret or hidden, often for a sinister or illicit
purpose
Surreptitious - kept secret, especially because it would not be
approved of
Enigma - something that is mysterious and difficult to
understand
Esoteric - intended for or likely to be understood by only a
small number of people with a specialized knowledge or
interest.
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education
“Show yourself in all respects to be a model of good works,
and in your teaching show integrity, dignity” Titus 2:7
The book emphasizes the importance of honesty,
perseverance, courage, determination, and self-will as the
main characters are motivated by a desire to uncover the truth,
take risks, and reveal secrets and work together towards a
common goal.
Materials
Copies of each book for each student
Whiteboard and markers
Character Chart
Large white paper and markers for group work
Writing prompt worksheets
Projector
Laptops for research
Technology Connection
Smartboards and a PowerPoint presentation will be used to
show lesson objectives and to make the lesson more accessible
for students with different learning styles and abilities.
CONSIDER THE FOLLOWING QUESTION FOR THE NEXT SECTION OF THIS FORM:
How will you support students to meet your goals? EXPLICITLY describe what you will do! List
planned supports (instructional strategies, learning tasks and materials, and other resources deliberately
designed to facilitate student learning of the central focus).
Planned Supports
The teacher will start the lesson with a song to capture the
attention of all students. All the learning materials will be
shown to students as way of ensuring that they remain actively
engaged during the entire lesson. The teacher will begin with a
fascinating hook about how students can answer questions
from a text. There will be the employment of inclusion and
diverse learning materials and resources to accommodate the
individual needs of every student including those with
disabilities and other differences.
SUPPORTS: DIFFERENTIATION/EXTENSION
How will you provide successful access to the key concepts to all the students at their ability levels?
Exceptionalities (special needs
[IEPs/504 plans], gifted and talented,
accommodations, etc.)
Students with a learning disability that find reading
challenging will be allowed more time to read. I will
visit each small group to ensure students are properly
reading and interacting. To challenge students that have
finished reading the required material, they will be able to
conduct interviews with classmates and watch video clips
related to the book.
ELL
ELL learners will participate in heterogeneous
grouping so that the students are not all in the same groups
and can practice their language skills. The Smartboard
technology will provide a translation for the students. The
ELL students can also use the google translator for
comprehension of instructions. Individual one-on-one time
with teachers to review vocabulary words from the story so
that ELL learners understand the key terms used in the story.
ELL students will also have pictures to understand the events
in the story and bi-lingual versions of the book will be
available.
Learning Styles/Student
Engagement
Visual learners will be able to use images to visualize the
events in the story. Kinesthetic learners can create a diorama
to show their understanding of the events.
Auditory learners will listen to a read-aloud and have the
opportunity to participate in group discussions.
Extension
Students will compare and contrast the main events in the
story to their own everyday life events then will have the
opportunity to discuss any similarities and differences.
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs or other
references.
Bosch, P. (2007). The name of this book is secret. Little, Brown Books for Young Readers.
Keene, C. (1930). The secret of the old clock. Grosset & Dunlap.
Stewart, T. L. (2007). The mysterious Benedict society. Little, Brown Books for Young Readers.
Joy, N. (2006). The secret Olivia told me. Just Us Books.
Stewart, T. L. (2016). The secret keepers. Little, Brown Books for Young Readers.
REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
State Standards
https://www.doe.virginia.gov/home/showpublisheddocument/3118/637982466252130000
National Standards
https://www.nctm.org/Standards-and-Positions/Principles-and-Standards/
InTASC Model Core Teaching Standards
- https://ccsso.org/sites/default/files/
2017-12/2013_INTASC_Learning_Progressions_for_Teachers.pdf
Mini-Lessons
Mini-Lesson on comparing and contrasting two texts on the same content area
(Writing Strand):
Writing Standard: Compare and contrast the most important points and main details presented in two
texts on the same content area.
The teacher will introduce the lesson through a song and inform the student about what they are going to
learn. The lesson will start will elaborating to children the meanings of comparing and contrasting using a
Venn Diagram. The teacher will give students the opportunity to correlate for themselves the difference
between same and the word compare, the word contract and different. Students will be given different
materials such as comparing ripe mangoes and ripe oranges.
Students will brainstorm a narrative story that could take place within the same world as the book.
The next step will be to give students the opportunity to compare and contrast the books The Secret
Keepers by Trenton Lee Stewart and The One and Only Ivan by Katherine Applegate. Students will write
their stories and share them with the class. This will take place after the teacher has read the both The
Secret Keepers and The One and Only Ivan children books to students during the lesson then ask students
to write the similarities from both books.
Reading Strand: "The Name of this Book is Secret" - Summarizing
After reading the story, students will be able to summarize the main events in the story in 4-5 sentences.
Students will read one chapter of the book and then write a summary. Students can share their summaries
with the class and discuss any similarities or differences.
Speaking and Listening Strands: Students will participate in a collaborative discussion about the
themes and messages in "The Secret Olivia Told Me." After reading the book they will discuss the themes
and messages in the book as a way to respond to their peers' ideas and to build upon their ideas.
Viewing Strand: After viewing a series of illustrations from "The Name of this Book is Secret", students
will be able to analyze visual elements that contribute to meaning of the story. Students will view
illustrations from the book and analyze how the illustrations contribute to the meaning of the story.
Visual Representation Strand: After reading the "The Secret of the Old Clock", students will be able to
create a timeline that accurately depicts the main events in a chronological order using textual evidence.
Learning Materials:
Blackboard/Whiteboard and markers
“The One and Only Ivan” by Katherine Applegate children’s book
"The Name of this Book is Secret" by Pseudonymous Bosch
"The Secret of the Old Clock" by Carolyn Keene
"The Secret Olivia Told Me" by N. Joy
Venn diagram
Computers
Language art books
Reading Groups - Tiered Activities
Group 1-4th Grade Level
During the lesson, the teacher will present copies of The Secret Keepers by Trenton Lee Stewart to every
student in the classroom. After the story is read to the students, the teacher will ask every student to take
part in writing various activities to identify tiers.
Tier 1: Students will complete a character graphic organizer highlighting the main characters and the
story's setting. Students below grade level will only be able to identify the main characters and setting of
The Secret Keepers by Trenton Lee Stewart.
Tier 2: Students on grade level will identify and analyze the main conflict and resolution in the story and
complete a conflict and resolution chart displaying the main conflict, minor conflicts, and the resolution.
Tier 3: Students above grade level will identify themes in the story and complete a character analysis.
Tier 4: Advanced students will complete a literary analysis and the author's use foreshadowing, imagery,
and symbolism and how the author's writing style contributes to the story.
Assessments
Formative assessment: Mini lesson 3: The Secret Keepers, Reuben’s discovery (Reading)
After students have completed writing and reading what they have read to the entire classroom, thy will
list some of the key concepts from this book. The teacher will afterwards conduct an individual meeting
with each student as mini lessons to enable them state what Reuben was discovered which is doing the
right thing.
References
Bosch, P. (2007). The name of this book is secret. Little, Brown Books for Young Readers.
Keene, C. (1930). The secret of the old clock. Grosset & Dunlap.
Stewart, T. L. (2007). The mysterious Benedict society. Little, Brown Books for Young Readers.
Joy, N. (2006). The secret Olivia told me. Just Us Books.
Stewart, T. L. (2016). The secret keepers. Little, Brown Books for Young Readers.
