Rationale:
Teaching students to predict, question, clarify, and summarize while reading is important to their reading development. Using these skills while reading nonfiction allows students to think about their own thought process while reading, be actively involved and monitor comprehension as they read, and teaches them to have a conversation with their text. Nonfiction texts contain a lot of information so it is important that students stop and reflect on the information that they learn while reading.
Content Connection: History
Objective:
Given a beach ball with different reading strategies, students will be able to provide an example for the strategy their thumb land on for the story “Abe’s Honest Words: The Life of Abraham Lincoln” by Doreen Rappaport 2/3 times.
Common Core State Standards:
CCSS.ELA-LITERACY.RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
CCSS.ELA-LITERACY.RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
CCSS.ELA-LITERACY.RI.3.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
Materials:
· Beach ball
· Permanent marker
· “Abe’s Honest Words: The Life of Abraham Lincoln” by Doreen Rappaport
Procedure:
Introduction/anticipatory set:
· Develop a list of strategies good readers use to make sense of text.
o Predicting, clarifying, questioning, summarizing
· Use marker to write the strategies all over the ball.
Instruction:
· Read the book “Abe’s Honest Words: The Life of Abraham Lincoln” by Doreen Rappaport aloud to students.
· Go over each strategy and model each using the book.
· Toss the ball to a student to begin the game. The student gives an example of the strategy that their left thumb lands on. If the strategy has already been used, provide another example.
o If student answers question incorrectly, peers can help out.
· Continue tossing the ball until everyone has a few chances.
Conclusion:
· Have students create a four-door chart.
o Four doors include: predict, question, clarify, summarize.
o Have them define each term and give an example from the text read.
§ Students can use peer’s examples from the ball toss activity.
· Homework: During 20 minute reading, have students read one nonfiction text and use post its to make at least one prediction, one question, one clarification, and one summary.
Grouping:
Guided Reading groups
Assessment:
· Students should be able to successfully respond to 2/3 examples during the ball toss game.
· Students should be able to give a definition and an example for each of the strategies when completing the four-door activity.
Adaptations/accommodations/differentiation for specific learner needs:
· Quantity/Participation: The number of times the ball is tossed to each person can be adjusted. If a student is understanding each strategy, they do not need to be tossed the ball as often and can instead be asked to check other student’s examples and explain why they are good examples. If a student is struggling with each strategy, they can be tossed the ball a few extra times and work with a peer to figure out an example.
· Time: This activity will take place during guided reading time. If a group is struggling, their group can meet for a longer amount of time. If a group does well with the strategies, they do not have to have as much time meeting. I will monitory group progress and adjust the time spent with each group.
· Level of support: If a student is having trouble thinking of examples during ball toss, they can work as a group or with one of their peers to develop an answer. If they are still struggling, I can prompt the student to look back through the text to help them develop an answer. If a student is advanced, I can have them give more than one example with less help.
· Input: If students do not understand some or all of the strategies I can spend more time with them individually and use more modeling and give specific examples.
· Output: If the students can not easily model each strategy, I can also write examples on the ball and have them identify the strategy. It may be easier for them to match an example to the strategy then give their own.
Teaching students to predict, question, clarify, and summarize while reading is important to their reading development. Using these skills while reading nonfiction allows students to think about their own thought process while reading, be actively involved and monitor comprehension as they read, and teaches them to have a conversation with their text. Nonfiction texts contain a lot of information so it is important that students stop and reflect on the information that they learn while reading.
Content Connection: History
Objective:
Given a beach ball with different reading strategies, students will be able to provide an example for the strategy their thumb land on for the story “Abe’s Honest Words: The Life of Abraham Lincoln” by Doreen Rappaport 2/3 times.
Common Core State Standards:
CCSS.ELA-LITERACY.RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
CCSS.ELA-LITERACY.RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
CCSS.ELA-LITERACY.RI.3.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
Materials:
· Beach ball
· Permanent marker
· “Abe’s Honest Words: The Life of Abraham Lincoln” by Doreen Rappaport
Procedure:
Introduction/anticipatory set:
· Develop a list of strategies good readers use to make sense of text.
o Predicting, clarifying, questioning, summarizing
· Use marker to write the strategies all over the ball.
Instruction:
· Read the book “Abe’s Honest Words: The Life of Abraham Lincoln” by Doreen Rappaport aloud to students.
· Go over each strategy and model each using the book.
· Toss the ball to a student to begin the game. The student gives an example of the strategy that their left thumb lands on. If the strategy has already been used, provide another example.
o If student answers question incorrectly, peers can help out.
· Continue tossing the ball until everyone has a few chances.
Conclusion:
· Have students create a four-door chart.
o Four doors include: predict, question, clarify, summarize.
o Have them define each term and give an example from the text read.
§ Students can use peer’s examples from the ball toss activity.
· Homework: During 20 minute reading, have students read one nonfiction text and use post its to make at least one prediction, one question, one clarification, and one summary.
Grouping:
Guided Reading groups
Assessment:
· Students should be able to successfully respond to 2/3 examples during the ball toss game.
· Students should be able to give a definition and an example for each of the strategies when completing the four-door activity.
Adaptations/accommodations/differentiation for specific learner needs:
· Quantity/Participation: The number of times the ball is tossed to each person can be adjusted. If a student is understanding each strategy, they do not need to be tossed the ball as often and can instead be asked to check other student’s examples and explain why they are good examples. If a student is struggling with each strategy, they can be tossed the ball a few extra times and work with a peer to figure out an example.
· Time: This activity will take place during guided reading time. If a group is struggling, their group can meet for a longer amount of time. If a group does well with the strategies, they do not have to have as much time meeting. I will monitory group progress and adjust the time spent with each group.
· Level of support: If a student is having trouble thinking of examples during ball toss, they can work as a group or with one of their peers to develop an answer. If they are still struggling, I can prompt the student to look back through the text to help them develop an answer. If a student is advanced, I can have them give more than one example with less help.
· Input: If students do not understand some or all of the strategies I can spend more time with them individually and use more modeling and give specific examples.
· Output: If the students can not easily model each strategy, I can also write examples on the ball and have them identify the strategy. It may be easier for them to match an example to the strategy then give their own.