ED 576 The Teaching of Reading for Secondary Teachers Final Project: Detailed Lesson Plan July 17, 2013

Amanda Swanson Investigating Nonfiction: Using Close Reading Strategies to Obtain Deeper Understandings Grade: 3 Estimated Time: One hour (20 min for Tea Party, 40 min for During Reading, After Reading, and Self-Assessment) Preview Overview During the early elementary years it is critically important to prepare students for the content-area literacy rigors ahead of them at the secondary level. Elementary teachers, content-area teachers, and literacy specialists at all levels need to prepare and support students to negotiate the full range of texts that they will encounter. Students will need to create, express, and understand fiction and non-fiction disciplinary content (Draper 2010, p. 2). This lesson introduces students to a close reading process that will help them negotiate nonfiction texts independently in the future. During this lesson the teacher models his or her thinking so that students will be able to develop and refine their own thinking and working through a more challenging text. A modified, visual, Tea Party before reading activity is implemented to activate students prior knowledge about the topic and engage them in the text (Beers 2003, p. 94-101). As the teacher explicitly teaches and models the process of using the Close Reading handout tool to garner meaning from the passage, students work through the process with him or her, gradually learning through the strategy and tool (Beers 2003, p. 40-41). The Close Reading tool will serve as a guide during future instructional and independent reading activities. Students will assess their own learning through the strategies (Tea Party and close reading) and using the Close Reading tool. The rubric will aide students in their selfassessment of learning during the lesson. Featured Resources Close Reading handout: This handout tool allows students to purposefully read an informational text several times to gain a deeper understanding of the text.

From Theory to Practice Beers, K. (2003). When kids cant read, what teachers can do. Portsmouth, NH: Heinemann.
Teachers should not confuse explaining what is happening in a text with teaching them how to comprehend the text. We can and need to explicitly teach students how to comprehend texts. If teachers explain what one text means they cannot expect students to always transfer that knowhow to the comprehending of other texts. We as teachers and independent readers need to show dependent readers what we do while reading with little conscience thought or effort (p. 40-41). The strategy takes you to the skill. (p. 45) We need to teach our students specific strategies such as the close reading strategy used during this lesson to teach students how to comprehend multiple texts. Comprehension is both a product and a process, something that requires purposeful, strategic effort on the readers part. (p. 45) Student readers need to understand that it is their purposeful efforts and the process that they employ that will lead them to the full meaning of a text. Reading and comprehending a text can be hard work.

Kendrick, M. & Rowsell, J. (2013). Boys hidden literacies, the critical need for the visual. Journal of Adolescent & Adult Literacy, 56, 587-599. doi:10.1002/JAAL.184

For all students, but especially boys, the visual opens the door for multiple readings of a text (p. 593). Visuals help boys connect a text to prior knowledge, experiences, and interests. Effective visuals tap into boys visual literacies that are often ignored and undervalued within the school environment (p. 588). Visual texts, such as the ones used in this lesson during the pre-reading strategy, reflect boys identities in compelling ways and work to engage all students in authentic and meaningful literacy practices (p. 596). Visuals provide an engaging and accessible entrance to literacy activities such as reading and writing.

Standards Common Core State Standards for English Language Arts & Literacy in Technical Subjects Reading Standards: Informational Text: Grade 3 students: Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text, recount the key details and explain how they support the main idea. Integration of Knowledge and Ideas 7. Use Information gained from illustrations and the words in a text to demonstrate understanding of the text.

Range of Reading and Level of Text Complexity 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. Reading Standards: Foundational Skills: Grade 3 students: Fluency 4. Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. Resources and Preparation Materials and Technology Yellow highlighters, one for each student and teacher Red colored pencils, one for each student and teacher Pencils Extensions: Drawing materials, Internet, health related video, Readers Notebooks Printouts (Attached) Health related pictures Close Reading sheet Are You a Fit Kid? reading passage Are You a Fit Kid? question page Self-assessment rubric Preparation 1. Copy one for each student and the teacher: a. Health related picture b. Close Reading sheet c. Are You a Fit Kid? reading passage d. Are You a Fit Kid? question page e. Self-assessment Rubric 2. Have a plan for grouping students in groups of 4-5.

Instructional Plan Student Objectives Students Will Use images to activate necessary background knowledge about physical fitness and health. Learn to use the Informational Reading and Close Reading organizational tools to read and comprehend informational text passages. Before Reading (Modified, Visual - Tea Party Activity (Beers 2003, p. 94-101)) Purpose: to activate background knowledge about physical fitness and health 1. If students are not already seated in cooperative learning groups, divide students into groups of 4 to 5 students. 2. Before having students read the passage, give each student within each group/table of students one of the same fitness and health images. Model: Teacher will model his/her thinking related to another health related image. 3. Have students talk within their groups about what they think the passage will be about based on what they can read from the image as a text . Model: Teacher will model how to move about the room and speak and share thinking with others about their images. 4. Have students take their images and walk around the room to talk with students from other groups about what they think their image means as it relates to the informational text they will be reading. 5. As students discuss their images with each other, the teacher will walk among them and listen to conversations and offer questions or prompts if students need assistance to think more deeply about the image, such as, Please tell us more, What does the picture make you think of? 6. When it seems most students have talked with at least one student from each of the other groups with different images, ask students to return to their original seat. Model: Teacher will model his/her thinking and write an I/We think sentence based on his/her discussion with students and the image he/she shared earlier. 7. Have students discuss and write an I/We think sentence on the back of their pictures (Beers 2003, p. 99).

8. Choose two to three students to share their I/We think sentence with an explanation as to how they reached their prediction (Beers 2003, p. 99). Have students keep the image with the I/We think sentence on the back. They will revisit it later. During Reading First Reading: 1. Hand each student a copy of the Are You a Fit Kid? reading passage and Close Reading sheet. Model: The teacher will model how to find and record the information needed on the Close Reading sheet. 2. Instruct students to fill in the Title and The purpose of this text is to portions. 3. Help students work through the steps next to the number 1: Highlight the headings in yellow, Read the text, Think: What is this text mostly about?, Discuss: Share your thoughts with a partner. 4. Students will read and get a superficial understanding of the text. They will connect their background knowledge and earlier thinking to the text grasping the key ideas. 5. After the first reading, have students turn and talk to a partner about what they think the main idea of the text is. The teacher will listen to determine if students have obtained a basic understanding of the text. Model: If needed, model your thinking about the key ideas after a first reading of the text. Second Reading: 1. Hand out the Are You a Fit Kid? Question sheet. Instruct students to read the text dependent questions they will consider after reading the text again. Model: The teacher will model his/her thinking while reading the questions. The teacher will underline the topic sentence of the first two paragraphs with a red pencil and circle key words within those same paragraphs. 2. Instruct students to follow the directions next to the number 2 on the Close Reading sheet: Underline the topic sentence in each paragraph in red pencil and circle 3-5 key words in each paragraph. 3. The students will read the text a second time.

Third Reading: Model: The teacher will model how to answer the questions by going back to the text to find evidence to support the answer. He/she will think aloud during this process and mark Q1 on the passage next to the text evidence for question number 1. 1. Students will read the text another time to answer the questions. The directions next to the number 3 on the Close Reading sheet say to write the question number next to the text evidence the student used to answer it (Q1, Q2, Q3, etc.) After Reading 1. Discuss as a class the last portions of the Close Reading sheet (main idea and key details). Instruct students to fill in the answers during the discussion. 2. Discuss the answers to the questions on the Are You a Fit Kid? Question sheet. 3. Ask students to take out their image from earlier. 4. Tell students to consider their I/We think sentence on the back of their picture. Students should also consider their classmates thinking, their own, and their learning from reading the informational text while working with the Close Reading tool. 5. Pass out the Self-assessment rubric. Ask students to determine how the activities helped them by filling in the rubric. Ask students to make a goal for the next time they use the Close Reading tool during an informational reading activity. Extensions 1. In the future, when smaller groups are working with the Close Reading tool, have one group create visuals for another. After one group finishes a Close Reading sheet for a nonfiction reading passage they could use the meaning they obtained from the text to create, in a variety of ways, a visual for another group to use as a before reading activity. For example, these students could draw pictures, watercolor paint pictures, or search on-line for images relating to the text or images that would activate future readers prior knowledge. 2. Have students watch a video related to the informational text. Have students use an organizer such as a Venn diagram to compare the information from each text. Student Assessment/Reflections Observe students as they work through the activities to determine level of student understanding Collect students Close Reading sheets, question sheets, and Self -assessment rubrics to assess students learning of the strategies for future independent use

Self-Assessment Rubric Participating in the Tea Party, reading the article several times, and using the Close Reading tool helped me Understand the text Be able to explain my thinking to others Answer questions about the text To write 3 facts I learned Facts 1. 2. 3. Goal for next time: What can I do better?

Yes

No

A Little or Somewhat

Resources Beers, K. (2003). When kids cant read, what teachers can do. Portsmouth, NH: Heinemann. Connell, G. (2013, April 25). Investigating nonfiction part 2: digging deeper with close reading [Web log post]. Retrieved from http://www.scholastic.com/teachers/topteaching/2013/04/investigating-nonfiction-part-2-digging-deeper-close-reading Connell, G. (2013). Close reading [Worksheet]. Retrieved from http://www.scholastic.com/teachers/top-teaching/2013/04/investigating-nonfictionpart-2-digging-deeper-close-reading Draper, R.J. (Ed.). (2010). Rethinking texts, literacies, and literacy across the curriculum. In Draper, R.J. & Siebert, D. (Eds.), (Re)Imagining content-area literacy instruction (pp. 2039). New York: Teachers College Press. Kendrick, M. & Rowsell, J. (2013). Boys hidden literacies, the critical need for the visual. Journal of Adolescent & Adult Literacy, 56, 587-599. doi:10.1002/JAAL.184 Weekly Reader Corporation. (2007). Are you a fit kid? [Question sheet]. Retrieved from http://www.readworks.org/passages/are-you-fit-kid Weekly Reader Corporation. (2007). Are you a fit kid? [Reading passage]. Retrieved from http://www.readworks.org/passages/are-you-fit-kid

Images are from Google Images and used under the fair use doctrine.

Name:_____________________________

Date:_________________

Self-Assessment Rubric Participating in the Tea Party, reading the article several times, and using the Close Reading tool helped me Understand the text Be able to explain my thinking to others Answer questions about the text To write 3 facts I learned Facts 1. 2. 3. Goal for next time: What can I do better?

Yes

No

A Little or Somewhat

Name:_____________________________

Date:_________________

Self-Assessment Rubric Participating in the Tea Party, reading the article several times, and using the Close Reading tool helped me Understand the text Be able to explain my thinking to others Answer questions about the text To write 3 facts I learned Facts 1. 2. 3. Goal for next time: What can I do better?

Yes

No

A Little or Somewhat

CONCEPTS OF COMPREHENSION: VOCABULARY IN CONTEXT 3 rd GRADE UNIT Question Sheet Name: Are You a Fit Kid? Questions _____ 1. In the first sentence, Fit kids have healthful habits healthful habits means a. doing things that are good for the body. b. starting new clubs. c. turning in all homework assignments. d. eating a lot of broccoli. _____ 2. A nutrient can be: a. a substance in food that helps the body grow and stay healthy. b. something in food that helps the body change food into energy. c. something in food that helps keep teeth and bones strong. d. all of the above _____ 3. Iron is a. a nutrient that keeps your blood healthy. b. a nutrient that gives you energy. c. a nutrient that helps you maintain good eyesight. d. a nutrient that prevents disease. _____ 4. Some good sources of protein are a. fish, eggs and broccoli. b. onions, meat and carrots. c. beans, cheese and lemons. d. fish, eggs and meat. _____ 5. What is the main idea of this passage? __________________________________________________ __________________________________________________ 2010 Urban Education Exchange. All rights reserved Date:

CONCEPTS OF COMPREHENSION: VOCABULARY IN CONTEXT 3 rd GRADE UNIT Question Sheet Name: Are You a Fit Kid? Answer Sheet ViC 1. In the first sentence, Fit kids have healthful habits healthful habits means a. doing things that are good for the body. b. starting new clubs. c. turning in all homework assignments. d. eating a lot of broccoli. ViC 2. A nutrient can be: a. a substance in food that helps the body grow and stay healthy b. something in food that helps the body change food into energy c. something in food that helps keep teeth and bones strong d. all of the above ViC 3. Iron is a. a nutrient that keeps your blood healthy. b. a nutrient that gives you energy. c. a nutrient that helps you maintain good eyesight. d. a nutrient that prevents disease. CL/Ca 4. Some good sources of protein are a. fish, eggs and broccoli. b. onions, meat and carrots. c. beans, cheese and lemons. d. fish, eggs and meat. MI 5. What is the main idea of this passage? Answers will vary, but should say that the passage suggests what to do to stay healthy and strong. Suggested Additional Vocabulary: nutritious, maintain, wounds, muscle 2010 Urban Education Exchange. All rights reserved Date: