Ain't No Mountain High Enough!!!
Lesson 1 of 11
Objective: SWBAT use prediction skills to set a purpose for reading and then read and understand a technical text.
Sing It, Diana!!!!
As students enter the room, I have Diana Ross' "Ain't No Mountain High Enough" and of course I am singing my heart out!!! I let the music play while they all get into the mood. Once the music stops, I ask the students to tell me what they know about mountains while I chart it on the Smartboard slide. I tell them that we are going to look at a text today about mountains- one of the landforms that can be found in our state. I tell the students that we are going to spend a great deal of time with this text- Mountains by Seymour Simon- and I have many great activities planned.
Today's activity is a new one- an anticipation guide. I tell the students that an anticipation guide gets their minds ready for reading and it gives them a purpose for reading. It's also a fun activity to see if they can make correct predictions.
I use anticipation guides each time my students are required to read text that is above their grade level or text that is very technical.
Using the anticipation guide takes some explaining and modeling as it is done in parts and I don't want the students to work ahead or do any sections incorrectly.
I explain to the students that the first section is simply reading the statement and answering if they think it is true or false. I have them read the statements silently and do this step all together.
At this point, the students have only their background knowledge and predicting skills to work with. It has to be carefully explained that when they read with their partner, they may not change their original true or false. It isn't important if they were right or wrong in their prediction, so they must leave it and mark the were you correct column appropriately.
After the true/ false column is done, I let the students find a partner and read through the text together. During the reading of the text, the students are looking for the statements on the anticipation guide and noting whether they were correct or not and the page number they found the statement on. Students should read the entire text together but do not do the reflection section.
The reflection section is done together after all students are done reading the text.
After all students have finished reading the text and noting the page numbers, it is time for the reflection column.
I place the book under the Elmo and read it to the students (this gives yet another chance to hear/see/read the text). I tell the students, "Now, when I get to a statement on the anticipation guide, be sure to stop me." They definitely do!! When we reach each statement in the text, I ask the students if the statement on the paper was true or false. After they tell me, I again remind them NOT to change their answer. Then, in the reflect column I have them write the correct statement if the one on the text was false, or confirm the text on the paper by writing it again.
During the second reading of the text, I write everything on my own anticipation guide so the students have a reference.
After the whole anticipation guide is complete, we wrap up the lesson by talking about their predicting skills and how many true/falses they had correct.