Lesson: Reread portions of text to clarify meaning

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Lesson Objective

SWBAT reread portions of the text that are difficult or confusing to clarify meaning.

Lesson Plan

Reread portions of the text to clarify meaning (lesson #7)
1. QQ (5 min.) What do you do when you don’t understand what you’ve read? Explain why you do this. 
2. Mini-lesson (10 min.)
a. Name the teaching point: Good readers understand that we read nonfiction to learn new information. Today we will learn how to reread portions of the text that are difficult or confusing. 
b. Choose a nonfiction text for modeling that you might struggle to read. Think aloud showing the students how you would reread to clarify confusing parts. 
c.   Using the teacher’s reader’s notebook as a model and the document camera have students copy today’s teaching point and notes into their reader’s notebook.  
                              i.   See the lesson files for notes
3. Students practice the reading strategy (20 min.)
a. Have students begin practicing using the common class text, Incredible Insects. Explain that this text may be just right in some parts, but tricky in others. 
                              i.   With the class helping, model rereading a tricky portion of the text until you understand it. 
                             ii.   Using the document camera show students how to fill out the stuck and unstuck sheet. 
b. Give students more responsibility; let them read for a few minutes finding a place where they needed to reread to clarify the meaning. 
                              i.   Have students fill out their suck and unstuck sheets and report their findings. 
4. Independent reading time (20 min.)
a. Students should switch to reading their nonfiction independent reading book. This book should be at their independent level, but they are likely to still find places where they need to reread. 
                              i.   Students should complete at least one section of the stuck and unstuck sheet as they read independently. 
5. Exit slip (5 min.)
a. Was rereading to clarify the meaning helpful to you? Why or why not? When do you think you would use this strategy the most? 
6. Homework (3 min.)
a. Nonfiction independent reading for at least 20 minutes and complete nonfiction IR log. 
1. What went well?
2. What would you change?
3. What needs explanation?
During independent practice time, most students found parts of their IR books where rereading was helpful. The kids continue to be very engaged while reading Incredible Insects and are learning a ton of new information about insects. 
This lesson was a bit hit or miss. Most of the students could identify a portion of Incredible Insects that was tough for them to understand and used the rereading strategy well. However, some students didn’t realize that they didn’t understand what they were reading. They were convinced that they understood everything, when actually they understood very little. 
Next time I teach this, I may need to use an easier text for some of my lowest readers. This text was a bit too difficult for a few kids. Also, I will plan a series of follow-up lessons on knowing when you have lost meaning. 
Self monitoring for comprehension has been a real struggle for some of my readers all year. They make up their own story as they read instead of understanding the text. This lesson brought to light, that a few kids are still struggling to recognize when they lose meaning while reading. Until they recognize that they are lost, they won’t be able to ask for directions. 
Any suggestions for fixing this problem are truly appreciated! 

Lesson Resources

stuck and unstuck   Classwork
Exit Ticket with lines for OEQ s   Assessment
nonfiction reading log   Homework
Quick Questions with lines for OEQ s   Starter / Do Now
Good Readers of Nonfiction...   Notes
Read it agian   


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