Tracking My Reading
Lesson 2 of 2
Objective: SWBAT record words that they have decoded to show how they are using word parts in reading unknown words.
This lesson is a great way to incorporate multiple reading and writing strategies to help in tracking what students are reading. The first thing students will need is one piece of lined paper. They only need to fold it in half. We are then going to change each of the four sections to meet our reading needs for the day. I ask them to label each rectangle 1-4.
In box two they will draw a line down the middle separating it into two sections. This will be where they will track the words they use their decoding strategies on. As a class, we are going to decide which strategies we could practice and track that practice on our paper. They decided on Flip the Sound and Look for Chunks. Both of these will be easy to track, students will need to write the words they chunk or how they flipped the sound.
The last two boxes on the back, will be used for either a response, summary, or prediction. I am going to let our reading and discussion drive the direction we will go with our writing. With any of these students can practice using the text to strengthen their writing responses.
Reading and Responding
We have our foldable ready and it's time to read! The book this group is reading is a biography on Louis Braille. Before we begin reading we have a quick discussion on what we have previously read and the direction the book was headed. This discussion is to get their brain ready to read and to get them thinking about how we read previously.
I am going to read the first paragraph to them and then ask them what we learned from it. I then ask them to read the next two paragraphs and we discuss what they learned from their reading. As a group we discuss their understanding and we help each other summarize our reading by using evidence from the text.
Once we are ready to move on I ask them to rad the next two paragraphs. If the paragraph is large, I will only have them read the one. It is more important to show them how to check fir understanding and slow down their reading to make sure they do. Once they have read I ask them to write what they learned from this part of the reading. I want them to write down in the first box their thoughts and what from the text supports that. This is a bit tricky and more than anything I want to give them time to try this. After writing, we discuss and then I give them some more time to add to or change what they previously wrote.
For this group of students it is more difficult for them to recall the information from their reading because they work so hard on decoding the words. This is why I had them separate the bottom section of the paper into decoding strategies.
Tracking Our Strategy
The decoding is trickier when the words are unfamiliar or larger. I have them work on both comprehension and decoding because I want them to understand that they have to do both while reading. I want them now to focus on the words they have just read and what words stood out to them as something we have to decode to understand. I find a word to model what we are going to do.
As we were reading, I noticed that they are not looking for chunks or flipping the sound. They are still trying to sound out the words by each letter and they are only using simple and common letter combinations (sh,ou, th, ee). Instead of focusing them on both strategies I ask them to help me choose some good words from our reading that we can practice looking for chunks.
I model by choosing the first word. The word is persisted. I have them write it onto their paper using a marker. Then using their pencil circle smaller words, or known letter chunks that they can use instead of focusing on each letter. In the example, she chose sis and ted as her known chunks. I asked her to under line the per so that maybe we could try that together as a chunk. Then as a group we practiced saying the word and then we read the word within the text to check and confirm.
The next word is student selected. I have them write the word and follow the same circling and underlining to show chunks. I remind them to use the text to help them because sometimes a word by itself doesn't make much sense.
Responding to Remember
I do not want to spend all of our time on finding words but I wanted them to practice the strategy while we had fresh words to use form our reading. Taking words from our reading makes using the strategy more authentic.
We continue on with our reading, discussing after every couple of paragraphs. When we come to the tend of the chapter, I am now ready for them to respond again. Instead of a discussion I ask them to write something they have learned and to use the text to support it. They can also include their opinion or a prediction on their reading. The one key idea is to take something directly from their reading. I had to model this in order for them to see how I can take a small piece of text to make my writing better.
Similar to CLOSE reading, I discuss what we have read with them and then allow then time to add to their writing. We do not have time to write in the last box, so I will hold their papers and they can use that section to predict tomorrow before they begin reading.