Organizing Our Reading Strategies: Chapter 4

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Objective

SWBAT read and comprehend literary text through the knowledge of multiple reading strategies.

Big Idea

Keeping our strategies straight!

Starter

5 minutes

To begin today's lesson, we are going to do a quick Think, Pair, Share.  

I ask students to think about all of the reading strategies we have used so far in our reading of The Adventures of Tom Sawyer.  I give them about one minute to see if they can remember them all without looking in their binders.

I then ask them to turn to an elbow partner to talk about which strategies they remember.  I ask them to talk about what we did in each strategy, not simply name it off.  I allow about 2 minutes for this task.

For the Share portion of our activity, I ask students to share their experience with trying to remember our reading strategies.  Was it easy to remember them all?  Were they able to remember what we did for each strategy?  I ask students what they think would make it easier to remember and keep track of these strategies. 

More often than not, students have trouble keeping track of all of these strategies, which is why we will spend today getting organized!

 

Getting Down to Business

40 minutes

At this point in the lesson, I hand out the Organizing Our Strategies resource.  Students will need e rows today.  However, we will be adding to our strategies toolbox in the near future, so it's wise to make two-sided copies or be ready to have students draw additional spaces on the back.

If you are limited in your copies, this is a very simply organizer to have students create with loose-leaf paper.

This chart is easy to display on an interactive whiteboard, or it can be created on a classroom whiteboard with markers.

The first strategy we will be putting on the chart is "Summary."  

As we move to the "What We Did" column, I ask for volunteers to share what they remember about how the strategy worked.  I am hoping to hear responses about the summary questions.  I do make sure that we put the questions (who? wants what? but? so? then?) in the organizer.  

The "How It Helped" section is a bit more personalized; however, I still want students to volunteer what types of things they would write there, so I can offer some feedback. 

Our next strategy was "Reread."  As we work through this strategy, I will have students fill out the "What We Did" and "How It Helped" sections independently.  I monitor their work and read over shoulders as they fill in the two boxes.

Once everyone is done, I ask a few people to share what they have.  (I have selected a few good ones from my wandering and I take a volunteer or two).  Before students share, I tell everyone that if they hear a good idea and want to add it to their sheet as their classmates share, they are welcome to do this.

Our third strategy is "Dialectical Journal."  For this strategy, students will be filling in the "What We Did" and "How it Helped" boxes completely independently.  I have them work in silence and then open their books to chapter 4 to show me that they're done and ready to move on.

Students will now either read or listen to chapter 4.

  

Did They Get It?

5 minutes

At the end of our chapter 4 reading, I have students do a quick-write exit ticket.  I ask them to use a half-sheet of paper and write 5 sentences explaining which reading strategy they would use for chapter 4 and why.  

I collect these on their way out the door as a way to check for understanding of how reading strategies can help with reading comprehension.  It goes in my grade book as a formative assessment.