SWBAT explain and give examples of each of the good reader strategies: Preview/ Predict, Question, Visualize/ Infer, Connect, Summarize and Evaluate.

Comprehending fiction and nonfiction texts is not a magic trick. Students will uncover the tricks of being a better reader by understanding how and when to use good reader strategies.

5 minutes

This is the first lesson in a three lesson series.

As soon as students enter the classroom and find their seats, they will see a top hat sitting in the front of the room. I ask the question, "How many of you like magic?" "How many of you think being a good reader is like a magic trick?" We would discuss why they perceive becoming a good reader to be like a magic trick.

In a whisper voice (to increase excitement), I tell them that in my magic hat I hold the secrets to becoming a good reader and that I am going to "reveal" the secrets to them but before I do, I need to know what they already know about being a good reader and I pass out the KWL chart. I instruct students to fill out the K and W part only of the chart.

I give students 5 minutes to complete their columns on the chart.

20 minutes

After students complete their K and W sections, bring up the Smartboard file and with as much flair as possible, pull a strategy out of the magic hat one at a time. Write the strategy in a table section and discuss with students what it is, what it looks like, when to use it, have they ever used it, etc. to help them gain an understanding of the strategy. If you don't have Smart board, you can make an anchor chart on chart paper and still pull the strategies out of the hat. The strategies for this lesson are: Predict/ Preview, Question, Visualize/ Infer, Connect, Summarize and Evaluate. Lots of discussion should occur here to illustrate each strategy. Use texts they've already read to highlight each one. Have students record the strategy in the K column if they know it or in the W column if they want to know more about it. Be sure to reinforce to students that the strategies don't occur in an order, that they can happen in any order and that they will be practicing the skills all year.

10 minutes

To end this lesson, students will be asked to work in a mix- pair- share structure (Kagan and Kagan, 2009 ). As they meet each partner, they will choose a strategy for their partner to define and give an example of doing that strategy. The second partner will do the same. The mix- pair- share structure should continue for three rounds.

*Mix Pair Share is an engagement strategy where students move around the room to music. When the music stops, they speak to the person they are closest to about whatever topic the teacher has given them.*

When students return to their seats, there will be a conversation about what steps we can take to become a better reader and make a goal for the following day to use at least two of the strategies.

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