Lesson: Stop and jot while reading (pt. 2)

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Lesson Objective

Students will stop and jot their thinking while reading a fiction text.

Lesson Plan

Connection (3-5 mins): Yesterday, we learned places where we can stop and jot about a non-fiction text.  Some of those places are also good places to stop while reading a fiction text but in some fiction texts we may not meet a new word or the text may not be broken down into sections.  Fiction readers break down a text into chunks and write their thinking down throughout the text.


Teach (10-12 mins): Students should be seated on the carpet with a composition notebook and a pencil.  Today, we will continue to practice stopping and writing our thinking down as we read.  I have a great fiction story to share with you titled, “The Fortune Teller”.  As we read we will stop and write what we are thinking.  Sometimes we may write a summary of what we read, meaning we write what was important.  We may also write about characters or questions that we have about what we just read.  I kept our non-fiction chart up in the room to refer to throughout the lesson but remember fiction-texts can be organized in very different ways.  It is more important that we are writing our thinking and not just copying parts of the text. Watch me as I show you what I mean.


Teacher places the story on the overhead.  Teacher reads aloud the first three paragraphs.  I think I need to stop here and write what I am thinking.  I already learned a lot about the characters and the story that I need to stop and write.  Teacher writes on the story, “Maureen thinks fortune telling is spooky and the room seems really spooky with only one candle, I wonder what is going to happen.”  Did you notice how I stopped and wrote what I was wondering and what I learned about the character?  Let’s try again.


Teacher reads aloud to the end of the first page.  I just learned so much about what is happening in this story.  Think for a minute about a summary or questions you have about the story and then stop and write your thinking in your composition notebook.  Students should write their thinking.  Teacher conferences with students and asks students to share their thinking to model great responses.  Those were great ideas.  I can’t wait to finish reading to see what else happens. 


Teacher reads aloud until the end of the text.  Now it’s your turn.  Stop and jot what you are thinking about this section of the story.  Students stop and write while teacher conferences with students.  Teacher calls on students to share their thinking in a classroom discussion.  You all did a great job thinking as you read today.  This is an important skill to practice each time you read to make sure you understand what you are reading.  We want to be deep thinkers about a story. 


Today when you return to your seats you will practice with a new story.  I already wrote places for you to stop and jot to make your stopping easier.  Push yourself to think about big ideas and not just copy the story.  Off you go!



Active Engagement (15-20 mins):  Students should return to their seats.  During workshop time they should read the story “The Monster in the Barn” and stop to jot throughout the text.  I provided a worksheet that breaks the text into good chunks for students to jot down their thinking.  However, some students may want to write their thinking more often than the worksheet allows, in this case, students may write on a separate sheet of paper.  Teacher should conference with students or pull students to read the text aloud during this time. 


Exit Slip/Share (3-5 mins): Students may share their writing during a class discussion.  Teacher may also collect students’ worksheets as a quick gauge of students’ understanding.  It is important to notice those students who may have struggled with both days of stop and jot practice.  These students may need to be pulled for an additional remediation lesson. 


Reflection: It was helpful to pull a group of students who struggled with this reading selection to the carpet.  This is a great way to conference with multiple students and allows for only one reading selection because students may read the assignment with a partner or as a group. 

Lesson Resources

Stop and Jot Practice.doc  


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