LESSON TWO: During Reading Strategies
LESSON DESCRIPTION
This lesson focuses on strategies to be used during reading to help students comprehend difficult text. Strategies addressed include self-questioning, making inferences, visualizing and making predictions.
GRADE-LEVEL EXPECTATIONS
R1G During reading, utilize strategies to self-question and correct; infer; visualize; predict, and check; and using cueing systems for meaning, structure, and visual
LESSON MATERIALS
§ Source of Literature
o The Cremation of Sam McGee by Robert W. Service
o To Build a Fire by Jack London
§ Supplies
§ Handouts provided
o Double-Entry Diary graphic organizer
o First three paragraphs of To Build a Fire by Jack London
§ Words to know
o cueing system
o infer
o predict
o visualize
FORMATIVE ASSESSMENT Assessment Scoring Guide
Students independently read the first three paragraphs of To Build a Fire by Jack London and use a Double-Entry Diary (Tovani 2004) to record their thoughts during reading.
LEARNING ACTIVITIES
1. In small groups or pairs, students think about the strategies they use to help understand what they read.
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Questions for students |
What strategies do you use during reading to help you make sense of what you read? How can those strategies help make you a better reader? During reading, which of the strategies studied in Lesson One did you use to help you determine the meaning of unfamiliar words? How are these during-reading strategies similar to the context clues strategies studied in Lesson One? |
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Strategy |
As students offer various reading strategies, assign the correct term to each so that students become familiar with those terms. Be certain to elicit the following four during-reading strategies: Questioning: write questions they have about the text as you read Visualization: picture in your mind what is happening in the text as you read Inference: draw conclusions based on information in the text as you read Prediction: tell what might happen instead of what might happen next as you read |
2. Display the first four stanzas of The Cremation of Sam McGhee. Model how to use the Double-Entry Diary method to record thoughts about things that catch your attention during reading. Show students how to annotate their thoughts using strategies of self-questioning, visualizing, making inferences, and making predictions.
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Questions for Students |
What questions come into your head as you’re reading the text? To what questions do you still need answers? What more do you want to know? What do you see in your mind while reading the text? What conclusion are you drawing as you read? What do you predict will happen next or would happen if…? Which strategy best helped you understand this text, and why? |
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Strategy |
For the Double-Entry strategy (Tovani 2004), use the graphic organizer provided for the formative assessment or a piece of paper divided vertically into two sections and labeled appropriately. The teacher will say, “In the left column of the graphic organizer/page, copy directly from the text, including quotes, individual words, summaries, etc. In the right column of the graphic organizer/page corresponding to the detail from the text in the left, write questions you have about the text, a picture that comes to mind related to that, an inference you make, or a prediction you make. You are annotating your thoughts as you read.” |
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Idea |
Use a copy of the Double-Entry Diary on an overhead to model correct responses. |
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Questions for Students |
What similarities and differences in the thoughts, questions, visualizations, inferences and predictions did you have between your Double-Entry Diary and your classmate’s Double-Entry Diary? Why is the information you recorded different from your classmate’s information? |
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Strategy |
Students read a portion of the poem on their own while recording their ideas in the Double-Entry Diary. Students pair up to share and discuss their ideas. |
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Idea |
For Think-Pair-Share (Kagan 1994) To Build a Fire by Jack London can be found online at www.pagebypagebooks.com this passage can also be found in many anthologies. |