Group Size: Any
Time Required: 60 - 90 minutes
Learning Objectives: Students will be able to code the text to show questions, inferences and other strategy use (ie: connections, visualizations, predictions, important information, etc.)
(You will want to customize today's objective to reflect the different ways your students know to code the text.)
Student Worksheet (attached)
Overhead transparency of reading passages (attached)
Post-it notes to code the text
Do Now: (Add a Do Now to the Student Notes so that students have something to complete upon entering the room. I like to use this opportunity to spiral skills from prior lessons or to ask students to journal about a life experience that might help them to make a connection with today's lesson.)
Connection: We've learned to code so many different things as we read, and we need to practice putting all of these strategies together. The value is two-fold. For one thing, you'll be a MUCH better reader if you practice reading strategies! An added benefit we often forget, however, is that you'll be able to reference pages, passages and ideas quickly when it's time to share your reading and your thinking with your teammates.
(If students have not learned how to code the text with the exception of activities defined in this unit, you will want to modify the connection.)
Direct Instruction/Guided Practice:Let's take a moment to review what we've learned to code thus far. (T will facilitate student share-out of different coding strategies. T will note all symbols on the board for easy student reference.)
Let's practice putting all of our amazing reading strategies together. I'll model for you briefly, but really, I want you to have some extended time to share your thinking with each other before you go on to work independently.
(T will place the transparency of If I Stay on the overhead projector.) This is a passage from a novel called If I Stay by Gayle Forman. Our protagonist is a seventeen-year-old girl. I don't want to reveal anything else about the plot, however, because that might interfere with the inferences we're about to make. (T will read and think aloud as follows.)
Everyone thinks it was because of the snow. And in a way, I suppose that's true. Hmmm.. I wonder what "it" is. What kinds of things happen because of the snow? I'm not sure I can pose a really thick question yet, though, because I need a bit more information. She could be talking about anything from canceling school to avalanche disasters for all I know. I'm going to keep on reading.
I wake up this morning to a thin blanket of white covering our front lawn. It isn't even an inch, but in this part of Oregon a slight dusting brings everything to a standstill as the one snowplow in the county gets busy clearing the roads. Now that's odd. I just noticed something our narrator did that was a little unusual. She opened her story speaking in the past tense. It was because of the snow, she said. Now she has suddenly switched to the present tense. I wake up this morning. Why did she switch tenses? It kind of makes it seem like she doesn't want to talk about what happened because of the snow some time ago. Interesting. I really do feel like I'm onto something here, so I'm going to go ahead and code that question in the margin. I do that by writing a "Q" and circling it. Then I jot my question: "Why does the narrator changes tenses in the middle of the paragraph?"
Now it's your turn. With your table partner, read through the rest of this brief excerpt and see where you can show use of your reading strategies through coding the text. After five minutes, you should be prepared to share out your thinking with the class.
(T will allow time for students to complete this task. Then, T will facilitate whole-class share. T will use student input to code the text on the overhead projector as students code the text with additional observations at their seats.)
Link: Now it's your turn. As you read today, what will you be doing? (Have students read through the directions in the "Link" section of the notes. If your students also complete an assignment for their literature circles during this time--such as a role sheet--you should add this task to the "Link" section as well.)
Independent Practice: (S will read silently and code the text with post-it notes. Since all S should have selected literature circle novels and scheduled meetings with their literature circle groups for this week, small groups of S may be meeting at this time. T should be free to hold Reader's Workshop conferences with individual students and/or pull small groups guided reading or other interventions.)
Share: Our time for today is up. Please feel free to turn to your partner or move to meet with your literature circle so that you can share your work for today. (T will allow time for sharing and circulate to check for understanding.)
Closing: Every once in a while, it's great to loop back and review all of the different ways we know how to show our thinking as we read. If we don't use all of the tools in our reading toolboxes, after all, they get rusty!
It's time for million dollar question!
1. Name two reading strategies we know how to code. (Take reasonable responses.)
2. Why do we practice using reading strategies? (Practicing reading strategies is the best way to become a better reader!)
3. Note to the Instructor: Insert your own question here based upon objectives your students have mastered up until this point in the year.
4. Why do we make inferences? (We come to grips with the "bigger ideas" in what we read, we get a better understanding of what the author is really trying to say, etc.)
Differentiation: Novels are differentiated by reading level and by choice. Active reading strategy: coding the text. Pair/Share during Direct Instruction/Guided Practice. Reader's Workshop conferences with students to encourage individualized goal-setting. Lesson objective loops in skills from previous lessons.