LESSON TWO: We Can Eat Smarter
LESSON DESCRIPTION
Students practice strategies to comprehend confusing reading passages.
GRADE-LEVEL EXPECTATIONS
R1H Students will apply post-reading skills to comprehend and interpret nonfiction text.
LESSON MATERIALS
§ Sources of literature
§ Supplies
o Think-Pair-Share instructions
§ Handouts provided
§ Words to Know
o nonfiction
FORMATIVE ASSESSMENT
Bring class together to discuss this strategy. Begin by asking if this strategy was helpful. Also highlight some of the conferences with various students and share strategies used to resolve unanswered questions.
LEARNING ACTIVITIES
1. Give students a copy of feature article titled: “We Can Eat Smarter.” Remind students that many times, as readers of nonfiction text, we, as teachers, notice students become confused by what they are reading or have questions about what they are reading.
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Questions for Students |
When reading nonfiction text, do you sometimes get confused or have questions about what you are reading? What strategies do you apply when reading nonfiction text and get stuck? |
2. Using an excerpt from the article, model for students what happens when a reader becomes confused. Take a sticky note and code it at the top. Then place the note at the point of confusion in the text, leaving the bottom half blank. After reading the excerpt, refer back to the sticky note questions to determine a strategy for questions that were unanswered.
3. Students read the article, placing sticky notes at points of confusion. After reading, students refer back to their sticky notes to see if questions were answered. Use Think-Pair-Share (Kagan, S.) to resolve unanswered questions.
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Questions for Students |
Why do you think that the writer of this article named it, “We Can Eat Smarter?” As you are reading the article, do you notice that questions seem to pop into your head about what you are reading? Do any of you not have questions about what you are reading? Do you know why this may be happening? Do you think this strategy helps you understand what you are reading? Why or why not? How can you use this strategy with other types of nonfiction text? |
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Suggestion |
During guided practice it is important to confer with students individually, and sometimes you may confer with more than one student at a time. Remind students that it is very normal for readers to often become confused or have questions, especially when reading nonfiction text. * Remind students that sticky notes are tools for learning, and they are to use them in the correct manner. |