LESSON FIVE: Signs, Signs, Everywhere a Sign
LESSON DESCRIPTION
This lesson focuses on strategies for students to utilize while reading text books. Students practice these strategies.
GRADE-LEVEL EXPECTATIONS
R1D Read grade-level instructional text with fluency, accuracy, and appropriate expression; adjusting reading rate to difficulty and type of text.
LS2 In discussions and presentations, speak clearly and stay on topic, use appropriate tone of voice, rate of speech, fluency/inflections and eye contact.
LS1 Listen for enjoyment, information, directions, to identify and evaluate tone, mood, and emotions of verbal and nonverbal communications.
LESSON MATERIALS
§ Sources of literature
o None
§ Supplies
o Two page text book selection
§ Handouts provided
o Investigators Pattern Organizer
§ Words to know
o fluency
o grade-level
o mood
o tone
o nonverbal
o verbal communication
FORMATIVE ASSESSMENT
Exit slip (strategies check) on the Jigsaw activity.
LEARNING ACTIVITIES
1. Instruct students to stand in a reading continuum (left side of the room “ I understand textbook reading”-right side of the room “ I don’t understand textbook reading).
|
Idea |
Consider grouping student in mixed ability groups. |
|
Question For Students |
Why are you standing where you are standing in the continuum? |
|
Questions for Students
|
What comes to mind when someone says the word media? What types of media do you encounter in a typical day? Is written text considered a media type? Why or why not? |
2. Divide students into groups and assign pages to read in a textbook. Instruct students to be investigators and jot down thinking of what strategies they use to facilitate their understanding of the reading textbooks. Students brainstorm their reading strategies on the Investigators Descriptive Pattern Organizer.
|
Questions for students
|
What strategies would you share with younger students who have never worked with textbooks? Which strategies do you find more difficult to use, or are new to you? Which strategies don’t you understand? What do we need to remember about rate with textbooks? Does individual rate vary in textbooks more than other books or types of reading materials? Why? What kind of evidence can you show to prove you are using specific strategies? |
3. Record student responses as a brainstorming activity.
4. Distribute Strategies Check handout. Instruct students to read another passage in the same textbook for use with the Strategies Check.
|
Idea
|
You may want to use the Strategies Checklist in the future to divide into individual mini lessons with the textbook. When talking about evidence make yourself available for questions and comments.
|