Yesterday, we began to focus on RI5.5 - comparing and contrasting text structure. Today we continue this focus and apply the skill to Rosa Parks: My Story. Since today is day 2, I try to keep the Cue Set and Teaching Strategy short. The Guided Practice and Independent Practice will be more heavily prioritized today because I want students to have more time to practice with the skill.
I say, "Yesterday, we developed the idea that different texts are structured differently, depending on the author's purpose. Today, we will focus on applying that to complex text."
I give scholars 1 minute to review their foldable about text structure from yesterday. Scholars then turn to their friends and tell them the different types of text structure and why and author might choose different structures to communicate his/her ideas.
Then, I select 2 friends from my cup to share and volunteers.
We do a cloze reading of pages 38-40 in Rosa Parks' autobiography. I remind scholars to read the word as I pause. I do this to enhance engagement and to provide all scholars with access to complex text.
I do a Think Aloud, using my foldable from yesterday to help guide my thinking. I ask myself, "How is this section organized? Is it Problem/Solution? Cause/Effect? Let's see, there isn't an explicit problem or solution, so it's not that. There isn't one event that causes another, so it's not Cause/Effect. It does describe Rosa Parks' schooling. Hmm, that makes me think it is Main Idea/Supporting Details or Description. I don't see clear headings or sections, so I think that this section is organized by description."
Then, I model how to record this in my notebook.
I challenge the scholars to think about how the rest of the chapter is structured. I leave them with this challenge because it will help them to make a prediction about what they are going to do with a partner.
Scholars get into partnerships. These partnerships are determined by me, based on reading level. I pair high scholars with medium high scholars, medium scholars with medium low scholars and all scholars who cannot access the text independently are pulled to the front to read with me or the ELL teacher.
I assign partnerships a place in the room where they can go to read to one another. I like for them to get up and move around because it stimulates their brains a bit more to move around. I pick the location for efficiency and to ensure that the same scholars aren't continuing to monopolize an area in the classroom.
I give scholars 25 minutes to read the remainder of chapter 3 and complete the Graphic organizer for the structure of chapter 3 (see resources section). While scholars read with one another, I circulate and ask questions like, "How do you think this section is organized? How do you know? Why would Rosa have chosen to organize it in this way?"
During this time scholars rotate through 3 stations. I have a bit more time for this today it is the second lesson in our sequence on text structure. **NOTE: The independent practice section often looks the same from lesson to lesson (this is a routine in our room). However, their independent work and actual small group lessons change day to day. The Small Group Plans and the Checklist help to illustrate how each day is different during the independent rotation time.
I start the time by reviewing our Checklist items for the week and explicitly state what should be completed by the end of the day. This holds scholars accountable to their work thereby making them more productive. Then, the ELL teacher and I share the materials that our groups will need to be successful (i.e. a pencil and your book baggies). Then, I give scholars 20 seconds to get to the place in the room where they will be for the first rotation. The first scholars who are there with all materials they need receive additions on their paychecks or positive PAWS.
During the rotations for this lesson, my small group objective today is to identify text structure within books that are on each group's highest instructional level. Scholars read a portion of the same text (different for each group depending on reading level, but the same text is read in each group). Then we discuss text structure.
After the first rotation, I do a rhythmic clap to get everyone's attention. Scholars place hands on head and eyes on me so I know they are listening. Then they point to where they go next. I give them 20 seconds to get there. Again, scholars who are at the next station in under 20 seconds with everything they need receive a positive PAW or a paycheck addition. We practice rotations at the beginning of the year so scholars know if they are back at my table, they walk on the right side of the room, if they are with the ELL teacher, they walk on the left side of the room and if they are at their desks, they walk in the middle of the room. This way we avoid any collisions.
At the end of our rotation time I give scholars 20 seconds to get back to their desks and take out materials needed for the closing part of our lesson. Timing transitions helps to make us more productive and communicates the importance of our learning time.