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Critical Learning Objectives:

Essential Question: How can I think while I read? SWBAT: Cognitive (know/understand): Students will understand that reading is thinking Know what connections are Affective (feel/value): Performance (do): Use reading strategies and demonstrate them SOLs: 6.5 e) Use prior and background knowledge as context for new learning. l) Use reading strategies to monitor comprehension throughout the reading process.

Procedure: (Italics represent what is spoken directly to the students)


Beginning Room Arrangement: Six pods of four desks each angled around the room in a somewhat oval like fashion. These surround the common area rug where we meet for minilessons.

[__5_mins.] Bridge: Do Now: We are going to the Library!!!! Get out any library books you would like to return. If they are in your locker you need to get them. [__40_mins.] Step 1: Going to the library for the first half of class. The Book Diva (pseudonym) will lead the students in a lesson about checking out and finding books in the library because she has voiced concern that they do not know these things and has become a problem. [__10_mins.] Step 2: Pull students to the carpet when they come back to the classroom. Have them think about how reading is thinking. Remind students how in the beginning of the year we had discussed that reading is thinking. Ask them to name some of the ways that we think while we read. Students will mention a range of things (make a movie in your head, sound out words you dont know, make predictions, make inferences and draw conclusions, etc.) Note that we are going to try and focus on connections (+ questions, predictions, evaluations) that we make with the text we are reading today in class. Students then are asked to try to remember, those that learned it is fifth grade, what kinds of ways we can connect with the text (text to text, to self, and to the world.)

[_20__mins.] Step 3: Students read their Sustained Silent Reading books for reading workshop. These are student-selected books. While they read they are to be thinking about and keeping track of the connections the make using their bookmarks (below/Double Entry Journals if Advanced) to record them. [_2__min] Step 4: transition back to seats. Students will be told the expectations (that they quietly stand and put comfy seats back wear they found them and move back to their seats and get out their agendas) [__8_mins] Closure: Copy down the homework. The Homework will be on the board in the Daily Agenda. They copy the entire week and wait for a teacher to sign it.

Methods of Assessment: Reading is thinking ws/bookmark


Students will understand that reading is thinking Know what connections are Use reading strategies and demonstrate them 6.5 e) Use prior and background knowledge as context for new learning. l) Use reading strategies to monitor comprehension throughout the reading process.

Differentiated instruction For the standard class I plan on focusing on a single type of thinking that occurs while reading to get them used to using the strategies one by one. They will be focused solely on making connections with the text using the bookmarks below. The advanced class does not need this break up of the strategies and will get a worksheet (courtesy of Amanda Kibler) that they have worked with before (double entry journals) that will give them more of a range of strategies to work with and choose from while they read . (connections, evaluations, predictions, and questions). This will give the Advanced students more choice in the activity to account for the extreme differences in the levels of the students in this one class. Materials needed: Worksheet(23 copies) or book mark (33)

In Retrospect: Materials Appendix: Essential Question: How can I track my thinking while I am reading? Do Now:
1. Do Now: We

Agenda:
1. Mini-Lesson: In the Library 2. Reading Workshop 3. Copy down the Homework

are going to the Library!!!!

2. Get out any library books you would like to return. If they are in your locker you need to get them

Homework:
Tuesday: Finish reading is thinking worksheet/bookmark Wednesday: Thursday: Read and look out for interesting words Friday: Enjoy your weekend

Text Two passages with page numbers

Reader Response Your thoughts about the text

Reply A partners response to your thoughts

Double-Entry Response Journals

Connections: Make a connection between the text and your own life

Evaluations: Explain what you like, dislike, agree or disagree with.

Predictions: Based on what you have read and your life experiences, make a prediction about what will happen, or explain cause and effect.

Questions: Ask questions about the content, authors style, plot, etc.

Making Connections Bookmark -

Making Connections Bookmark -

Making Connections Bookmark -

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