LESSON THREE: During Reading Strategies
Students read a passage and/or historical novel investigating the question, “How important is freedom to you and your family?” While reading fiction and nonfiction, students utilize strategies to self-question and correct, infer, visualize, predict, and check using cueing systems (meaning, structure, visual).
GRADE-LEVEL EXPECTATIONS ADDRESSED
R1G Utilize strategies to self-question and correct, infer, visualize, predict and check using cueing systems (meaning, structure, visual)
Students read a passage or continue reading an historical novel and complete a graphic organizer denoting during reading strategies used while reading independently. Scoring guide provided.
§ Sources of Literature (suggested but not limited to)
o Number the Stars by Lois Lowry
o Snow Treasure by Marie McSwigan
o Daniel’s Story by Carol Matas
o Don’t You Know there’s a War Going On? By Avi
o The Secret Story by Anne McGovern
o My Brother Sam Is Dead by chris & James Collier
o Pink and Say by Patricia Polacco
o The Faithful Elephants by Yukio Tsuchiya
o Samuel’s Choice by Richard Berleth
o Revolutionary War on Wednesday by Mary Pope Osborne
o Chart paper
o Overhead transparency for During Reading graphic organizer
§ Handouts provided
o During Reading graphic organizer
o Reading passages on the topic of freedom
§ Words to know
o cueing system
1. Display a variety of photos that depict actions during the Civil Rights Movement or Pre-Civil War. It would be great to have these on Power Point with music in the background. As the students view the presentation, have them journal any questions they have about the photos, and make self/world/text connections to the photos.
2. Enlist discussion on questions they had, connections they made, etc. Ask, “How did making connections and generating questions as you viewed this presentation allow you to hold your thinking and understand what you were watching?”
3. Post a second question on chart paper: “What do good readers do when they do not understand a text?”
List student responses. Discuss and add appropriate strategies not listed.
The strategies should include questioning, visualizing, inferring, predicting and checking, and using cueing systems.
Cueing Systems include the following: Structural – Does it sound right? Visual – Does it look right? Meaning – Does it make sense?
4. Teacher reads a portion of a passage orally on the theme of “freedom” and uses a “think-aloud” strategy to complete During Reading graphic organizer handout, recording during reading strategies used. Use the following questions during a “think-aloud”:
What predictions can I make as I begin reading?
What questions do I have about the passage early in the reading?
What pictures form in my head?
Do the pictures help me understand the passage better?
What new questions do I have about the passage?
Were my predictions or questions answered?
What did I infer (understand) about the reading?
What do you understand now that you did not know before?
How can these strategies help us to understand text?
How important is freedom to you and your family?
5. Provide students with a copy of the passage and During Reading graphic organizer. Students work in pairs or small groups to continue reading the middle of the passage and complete the graphic organizer together.
6. Bring students back as a whole group to share reading strategies used.
Do you have similarities and/or differences in your responses in the graphic organizer?
How do strategies help you find a deeper understanding of the reading?
Use cueing systems to monitor understanding of text.
§ As you read, as soon as you are confused or the passage does not make sense, STOP! Ask, “Does this sound right? Where is it confusing?”
§ When the passage does not make sense, reread, read ahead, use a reference book, ask a buddy or teacher for help.
7. Students independently finish the passage and complete a graphic organizer. Use the During Reading graphic organizer, or students can make their own to record during reading strategies. These are turned in for evaluation.