Jazmin Puc

CIED 3253-001

10/23/2014

Targeted Literacy Strategy or Skill: Comprehension

Grade level: 4th
Objective: The student will be able to write any question or doubts about a text and after reading the text
he should be able to answer the questions on order to understand the important information.
PASS Standard: Standard 3: Comprehension/Critical Literacy- The student will interact with the words
and concepts in a text to construct an appropriate meaning.
Prior knowledge: (What students already know)
- Ability to monitor their inner conversation
- Ability to make connection
Observations/Rationale: (Before Lesson) What did you notice in your students work that let you
know this lesson was necessary?
Students are not able to answer questions from an informational text. Also, when we discussed an
informational text students are only talking about some ideas about the text and leaving out the main
information.
Materials Needed
Lesson from Strategies that Work by Stephanie Harvey & Anne Goudvis, Pages 117-118
Mentor Text: People are causing a mass extinction on Earth; some try to stop it from Kelly Gallagher
Article of the week.
Materials: Think sheets Notes/Thinking for the students and article.
Student Groups: Whole class then partners.
Mini Lesson Format:
Connect (Engagement/Pre-reading):
Say: Informational texts have a lot of information, dates, measurements, etc. How many of us get
so overwhelmed about all the information and just forget what the article is about? I know that I
do. I start paying attention to the unnecessary information and when Im done reading I ask
myself, wait whats the point of all this?
Teach (Model/Explain)
I will pass out the article and the Notes/Thinking charts and read aloud the title of the article. I
will model my thinking as I skim through the article and write my questions, what I know, and any
doubts under the Thinking column. By doing this Im showing students how to read with a
question in mind. Then, I will read the first half of the article and write the information that relates
to the questions under Notes.
Say: Before we start reading, I am going to write the questions that came to my mind as I was
skimming through the article under the Thinking column. Feel free to write your own questions,
doubts, or what you already know about the topic. Anyone want to share a question?
Now, Im going to read the first half of the article aloud and keep my question in mind and only
write information that is related to my questions under the Notes column.
Active Engagement (students try it out):
After Im done showing students my thinking process they will turn to a partner and read the rest
of the article. They will write their questions and answer them as they read.

Say: Now, you will turn to a partner and take turns reading the rest of the article. Write any
questions that come to mind and as you read and find the answers write it under the Notes
column. Remember that you should only write down information that is related directly to your
question.
Link
Say: Now that we are all done, can someone share their question and answers?
When we read informational text we understand it better when we keep a question in mind.