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Kaitlyn Resavy
Professor McKool
ELD 308
6 October 2014
Lesson Plan: Good reading strategies for Before, During and After reading
Grade: 5
Common Core State Standard:
CCSS.ELA-LITERACY.RL.5.1 Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details in
the text, including how characters in a story or drama respond to challenges or how the speaker
in a poem reflects upon a topic; summarize the text.
CCSS.ELA-LITERACY.RL.5.3 Compare and contrast two or more characters, settings, or
events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
CCSS.ELA-LITERACY.RL.5.4 Determine the meaning of words and phrases as they are used in
a text, including figurative language such as metaphors and similes.
CCSS.ELA-LITERACY.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together
to provide the overall structure of a particular story, drama, or poem.
CCSS.ELA-LITERACY.RL.5.6 Describe how a narrator's or speaker's point of view influences
how events are described.
Objective: Students will read closely and use information gained from the text to answer
questions good readers ask themselves.
Materials:
Before, During, and After reading strategies handout
Book A Bad Case of the Stripes By David Shannon
Procedure:
1. Opening:
a. Readers, today we are going read my newest favorite book A Bad Case of the
Stripes and we are going to discuss what good readers do Before, During, and
After they read. Now Mrs. Dewan gave me this handy little sheet and I wanted to
share it with you. It is a nice little chart that describes what questions good readers
ask themselves before, during and after reading. Lets look at the questions good
readers answer before they begin readingRead questions from handout and
answer questions based off of book title.
2. During lesson:

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a. Because we are about to begin reading lets look at the questions good readers ask
themselves while they are reading. Remember we want to ask these questions to
ourselves multiple times while we are reading Read questions from handout.
Can we answer any of these questions yet? No, because we have no knowledge
about the story yet!
b. Start reading:
i. P. 1 readers, who is the main character of this story? Do we know yet? How do
we know?

ii. P. 2 Readers, I think this is a good time to start thinking about the
questions good readers ask themselves. Lets look on our sheet. One of
the questions is how do I feel about the main character? Readers how do
you feel about Camilla? Do you like her? Do you feel sorry that she has
the stripes? As we continue to read, I am going to continue to stop and I
want you to pick one of the questions in the during reading column and
answer it with a neighbor.
iii. P 10 Readers now is a great time to ask ourselves a question. The
question I asked myself was What will happen next? I thought this was a
great time to make a prediction. Can everyone think of a prediction? Now,
share it with your neighbor. Call on one or two students to share their
predictions.
iv. P 16 Now is another time I think we should ask ourselves a question. The
question I ask myself is Does the text make sense? I asked myself this
because the phrase Bracelet of iron is an interesting phrase. I needed to
use some context clues to make sense of what that phrase meant.
v. P 24 Readers lets look on our chart and answer one of the questions.
Think of the answer and talk with your partner about your question and
answer. Allow time for students to answer then select one or two students
to share what question they asked and what their answer was.
vi. P 32 Readers lets look on our chart and answer one of the questions.
Think of the answer and talk with your partner about your question and
answer. Allow time for students to answer then select one or two students
to share what question they asked and what their answer was.
vii. P 40 Readers lets look on our chart and answer one of the questions.
Think of the answer and talk with your partner about your question and
answer. Allow time for students to answer then select one or two students
to share what question they asked and what their answer was.
3. After reading
a. Very good. Now good readers also ask questions when they are done reading.
Lets look at the questions readers may ask themselves. Read questions and
answer some of them with students.

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4. Closing:
a. Readers, Today and every day I want you to ask yourselves these questions
before, during, and after you are reading. It is important to answer these questions
because they help you stay actively engaged in your reading and help you become
a better and stronger reader. Now I want you to go back to your seats and answer
these questions while you read independently. I will be coming around and
conferencing with you to see if you are asking yourself questions good readers ask
themselves.
5. Assessment (How will you know the lesson has been successful?)
a. To assess if students are asking themselves questions while they read to help them
read closely I will conference with the students. I will talk to them and note if the
students ask themselves questions when they read and what questions they are
currently asking themselves while they currently read.