Before reading we start by summarizing what we have already read. We might discuss what we have talked about in previous readings to help activate our prior knowledge. We have created a content literacy chart that is similar to story web with the subject, "Christopher Columbus." During our readings, we might add concepts, key details, or reoccurring themes to our board. I use this to help spark what we have already read.
I am going to allow student time to discuss what we have read and predict what we might read about today. Predicting is a great opener to how they will use what they know to summarize and synthesize information they will read today.
Once we have activated our prior knowledge, it is time to read. Before we do I am going to hand out three to four sticky notes to each student. I ask them to set them aside and line them up at the top of their desks. I find being specific with where to place them keeps students from playing with them. They really love the sticky and the ability to move them around.
On each sticky students will be given the opportunity to leave tracks of what they are thinking as we read. The sticky notes are to help them use their CLOSE reading strategies to track important details in a book they can not write in. To begin, they need to understand that the sticky is for a brief summary of a piece or paragraph from the book. Each sticky needs a S for Summary.
To model what they are going to do, I use the first paragraph we will be reading today. I start by adding my S to the sticky note and show that I only need one sticky note for this paragraph. I read the paragraph and then reread it. I explain how I can use bracketing to show which part I am about to put into my own words. I make sure I show them how I think and that I am taking what I have read and putting it into my own words.
Now it is time for students to practice this strategy with guidance. Paraphrasing is tricky and many times students get stuck on cool or interesting facts not on the key details. Together we read the next paragraph and I give them time to use a sticky to paraphrase their thinking of what they have read. I remind them to use brackets to show which section they are using for their details.
Once students have had time to write, we will do a brief share out to see what each of thought of the paragraph. I am expecting that a discussion might come from what they are learning. If this happens I am going to let the discussion flow naturally until we are ready to move on.
Now they will read the next paragraph and use the same sticky note summarizing on their own. Before they share I am going to use the CLOSE framework and reread the paragraph to them, and then read it a second time showing how I might have paraphrased what I have read. We will then discuss what they wrote and as a class offer suggestions to each other to make a stronger summary using the details from the text.
On the fourth and fifth (if their is time for a fifth), students will be trying the S, sticky note summary strategy on their own. I will walk around and offer support to students who are struggling.
The last piece is taking what we have learned today and being able to use our sticky notes to create a summary of what we have read. Each student will need a piece of paper. They are going to label the top section S for Summary and the lower section R for Reflection.
In the top section they need to use their sticky notes to summarize what we have read to day. They might include what we have previously have read in their summary but I am really wanting them to use their sticky notes as their guide. The sticky notes are written in their own words so they will not be copying information straight from the book.
On the lower half, they are going to add a reflection or response. The response will contain what they got from the reading and what the author was trying to say. The idea is to use content from their reading to give me an idea of what they are thinking and taking away from the biography.