Lesson: Assess on Author's Purpose
Connection (3-5 mins): Readers this entire week you have worked hard to master the skill to determine an author’s purpose. I am so proud of the work you have completed. Today, we will take our final assessment to make sure we each mastered the skill. First we will spend some time reviewing helpful strategies.
Teach (10-12 mins): Students should be seated on the carpet with a partner. They will be expected to turn and talk to this partner throughout the lesson. I think it would be helpful before we take our assessment if we go over a few strategies to help us while taking the test.
Before we even get started turn and tell your partner the three types of author’s purpose. Students turn and talk. Teacher calls on students to share out. You are right. The three options are to entertain, to inform, and to persuade.
We learned one strategy for dealing with texts that are meant to entertain. Remember, we talked about characters and a setting. All fiction stories have characters and a setting. This helps us think that fiction stories are written to entertain. What else should we think about when discussing a fiction text? Teacher calls on students to share. That’s right, we must think about the problem and solution in the story. All stories must have conflict and a plot.
Yesterday, we broke the text up into smaller pieces to think about an author’s purpose. This is also helpful because we have time to stop and think before answering questions at the end of a text. Turn and tell your partner one way stopping to write the author’s purpose was helpful to you yesterday. Students turn and talk. Teacher calls on some partnerships to share their thinking.
You all worked hard this entire week. I have no doubt you will do well on this assessment. Take your time while reading and I will call some of you to the carpet to read together. Remember to stop and write after each section or paragraph. Good luck readers.
Active Engagement (15-20 mins): Students should return to their seats to complete work independently. Teacher should circulate during this time or conference with groups of students.
Exit Slip/Share (3-5 mins): The assessment will be used as a formal exit slip. Therefore, students should not share out their responses during this lesson. If students struggled with the assessment the answers and a classroom discussion can follow collection of all papers.
Reflection: It was interesting to separate the exit slips into those who answered at least two questions correctly and those that did not. Almost every student who did well on the assessment used the strategy of stopping and writing the author’s purpose of each paragraph or section in the text. I think this strategy was very helpful and gave students a way to chunk the text into easily sections to comprehend. However, all of my students did not master this skill. I chose a reading selection that was on grade level for this assignment. Teachers may want to provide several different quizzes depending on students’ reading levels.
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