Planning Strategic Reading Lessons


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  • Teacher Questions to Guide Planning: The responses to these questions should result in the development of a well-planned guided reading lesson. Major Considerations for Instructional Planning: This column includes “watch for’s” and common stumbling blocks as well “think about’s” that the lesson planner will need. Student Strategies: in this column, a few of the many possible strategies that students might find useful are suggested. Differentiation Questions and Ideas: This column includes questions the planner must answer and provides a few ideas for differentiating the various parts of the plan.
  • Objectives are the requisite skills needed in order for students to fully master an indicator. Most guided reading lessons are based on a single objective, although occasionally more than one objective is taught during a single lesson. The assessment is based on the objective. The teacher should determine show s/he will know when the students have a full understanding of the objective. This becomes the assessment. A measurement for the assessment (rubric, rule, spec sheet, etc.) should be selected or developed. Both the assessment and the measurement tool must be shared with the students BEFORE reading. The teacher selects appropriate texts that will allow students to meet the requirements of the indicator, objective, assessment, and, in the case of language arts, the theme being taught. Consider special education needs (large type, taped books). The purpose for reading relates not only to the objective and the assessment, but also to the text. Generally, a single purpose for reading is designated by the teacher. However, if multiple texts or objectives are part of the plan, the purpose might vary or might be somewhat altered to match texts or objectives.
  • Using materials that require lengthy spans of time building background take away from valuable instructional time.
  • Planning Strategic Reading Lessons

    1. 1. Planning Strategic Reading Lessons Developed for The LARI Project – Fall, 2003 by Karen Cochran – Bonnie Hain
    2. 2. Session Purposes <ul><li>To provide participants with a tool to use when planning the strategic reading component of balanced literacy. </li></ul><ul><li>To give participants an opportunity to draft a strategic reading lesson using the planning tool. </li></ul>
    3. 3. STRATEGIC READING is … <ul><li>a teacher-directed instructional </li></ul><ul><li>approach that supports instructional </li></ul><ul><li>goals by providing purposefully- </li></ul><ul><li>grouped students with targeted </li></ul><ul><li>strategies that facilitate fluent </li></ul><ul><li>reading and accurate comprehension. </li></ul>
    4. 4. <ul><li>Strategic reading </li></ul><ul><ul><li>is teacher-directed </li></ul></ul><ul><ul><li>uses teacher-selected texts, themes, objectives, and instructional formats of increasing difficulty </li></ul></ul><ul><ul><li>teaches text exploration through reading strategies </li></ul></ul><ul><ul><li>often leads to more student-directed instructional approaches such as literature circles </li></ul></ul>
    5. 5. Strategic Reading helps students… -develop positive attitudes toward reading -learn appropriate strategies to gain meaning from a variety of texts -explore multiple genre -think critically -access information and use it effectively
    6. 6. How can we use the Lesson Planning Guide for Strategic Reading to plan reading lessons? <ul><li>Become familiar with its organization </li></ul><ul><li>Learn the general order of the planning steps </li></ul>
    7. 7. Format of the Lesson Planning Guide for Strategic Reading <ul><li>4 columns are utilized: </li></ul><ul><ul><li>Teacher Questions to Guide Planning </li></ul></ul><ul><ul><li>Major Considerations for Instructional Planning </li></ul></ul><ul><ul><li>Student Strategies </li></ul></ul><ul><ul><li>Differentiation Questions and Ideas </li></ul></ul><ul><li>Topics are listed in sequential steps – although, in reality, planning must be somewhat spiral. </li></ul>
    8. 8. How do we begin? <ul><li>Several decisions must be made before any reading activities are planned: </li></ul><ul><ul><li>What objective(s) do my students need to succeed with the indicator I’m teaching? </li></ul></ul><ul><ul><li>How can I assess that the objective has been learned? </li></ul></ul><ul><ul><li>What text(s) can I use to teach and assess the objective(s)? </li></ul></ul><ul><ul><li>What is the students’ purpose for reading ? </li></ul></ul>
    9. 9. Establish a Purpose for Reading <ul><li>Rationale: To ensure that students focus on important information rather than extraneous information. </li></ul><ul><li>Possible methods: </li></ul><ul><ul><li>develop a critical question linked to the text </li></ul></ul><ul><ul><li>and/or skill </li></ul></ul><ul><ul><li>make the purpose and assessment “one” </li></ul></ul><ul><ul><li>simply state and discuss the purpose </li></ul></ul><ul><li>Keep in mind: </li></ul><ul><ul><li>Students MUST know and understand the </li></ul></ul><ul><ul><li>purpose for reading BEFORE any reading </li></ul></ul><ul><ul><li>activities begin. </li></ul></ul><ul><ul><li>- Students should frequently be reminded of </li></ul></ul><ul><ul><li>the purpose for reading. </li></ul></ul>
    10. 10. Decide How Students Will Communicate Mastery <ul><li>Rationale: </li></ul><ul><li>Students learn the assessment task and scoring standard they’ll use to communicate their understanding of the lesson objective(s) before reading . </li></ul><ul><li>Possible Methods: </li></ul><ul><ul><li>Various written responses – scored with BCR rubric, rules, spec sheets or other scoring tools </li></ul></ul><ul><ul><li>Nonwritten assessments ( e.g., art , music, speaking, acting) tied to objective </li></ul></ul><ul><li>Considerations: </li></ul><ul><ul><li>Students must have a scoring tool and exemplars </li></ul></ul><ul><ul><li>Assessment is completed after direct and guided </li></ul></ul><ul><ul><li>practice of the skill or process linked to the objective. </li></ul></ul>
    11. 11. Decide Ways to Motivate Students to Read <ul><li>Rationale: </li></ul><ul><li>Establish reason and relevancy so students will want to read. </li></ul><ul><li>Possible Methods: </li></ul><ul><ul><li>Speakers, Pictures, Video/Film </li></ul></ul><ul><ul><li>Students/Teacher share personal experiences </li></ul></ul><ul><ul><li>Related extension activities that can follow from reading </li></ul></ul><ul><li>Keep in Mind: </li></ul><ul><ul><li>Tie motivation to reading purpose </li></ul></ul><ul><ul><li>If topic and/or skill isn’t relevant, students can’t and won’t comprehend at the necessary level </li></ul></ul>
    12. 12. Plan the Text Preview <ul><li>Rationale: </li></ul><ul><li>Students become familiar with text </li></ul><ul><li>features and make predictions related </li></ul><ul><li>to what they see, the reading purpose, </li></ul><ul><li>and motivational activities. </li></ul><ul><li>Possible Methods: </li></ul><ul><ul><li>Text walk (individual or group) </li></ul></ul><ul><ul><li>Highlight relevant text features </li></ul></ul><ul><li>Keep in Mind: </li></ul><ul><ul><li>Which features contribute to understanding of objective? Reading purpose? Assessment? </li></ul></ul>
    13. 13. Plan for Prereading <ul><li>Rationale: </li></ul><ul><li>Students acquire the background </li></ul><ul><li>knowledge necessary to understand the </li></ul><ul><li>topic and the structure of the text. </li></ul><ul><li>Possible Methods: </li></ul><ul><ul><li>Scaffolding strategies </li></ul></ul><ul><ul><li>KW of KWL – SQ of SQ3R </li></ul></ul><ul><ul><li>Vocabulary and concept building strategies </li></ul></ul><ul><li>Keep in Mind: </li></ul><ul><ul><li>Select materials that require minimum background- building (@ 1 day for a novel; 5-10 min. for shorter works) </li></ul></ul><ul><ul><li>Background knowledge can be built incidentally during vocabulary lessons, read alouds, fluency readings, </li></ul></ul><ul><ul><li>selections used for strategy modeling, etc. </li></ul></ul><ul><ul><li>- Deficits in experience with text topic or text </li></ul></ul><ul><ul><li>structure will minimize comprehension. </li></ul></ul>
    14. 14. Plan the Initial Reading <ul><li>Rationale: </li></ul><ul><li>Students read text to gain global understanding. </li></ul><ul><li>Possible Methods: </li></ul><ul><ul><li>Various graphic organizers that reflect the text structure </li></ul></ul><ul><ul><li>Purpose for Reading is kept at the forefront </li></ul></ul><ul><ul><li>A variety of self-monitoring strategies to check understanding </li></ul></ul><ul><ul><li>Visualizing and verbalizing strategies </li></ul></ul><ul><li>Possible Considerations: </li></ul><ul><ul><li>Should reading be completed independently, in </li></ul></ul><ul><ul><li>teacher directed groups (DRTA, DRA, </li></ul></ul><ul><ul><li>Reciprocal Teaching), in pairs, with tape or </li></ul></ul><ul><ul><li>oral reading (shared reading) ? </li></ul></ul>
    15. 15. Plan Reflection Activities <ul><li>Rationale: </li></ul><ul><li>Reflection provides an opportunity for students to assess their global understanding of the text. </li></ul><ul><li>Possible Methods: </li></ul><ul><li>- Teacher or student-generated questions regarding the main ideas, events, points of the text. </li></ul><ul><li>- Student retellings or summaries </li></ul><ul><li>Revisit the purpose for reading and, if different, the overarching question to determine if responses are becoming clearer. </li></ul><ul><li>Considerations: </li></ul><ul><li>Vary reflection questions and activities </li></ul><ul><li>according to need and learning styles. </li></ul>
    16. 16. Plan Ways to Compel Students to Reread <ul><li>Rationale: </li></ul><ul><li>Students build deeper understanding and extend comprehension through rereading activities. </li></ul><ul><li>Possible Methods: </li></ul><ul><li>a variety of follow-up questions </li></ul><ul><li>follow-up (sometimes assessment) projects that </li></ul><ul><li>appeal to multiple learning styles </li></ul><ul><li>student-generated questions about text </li></ul><ul><li>numerous strategies that promote/require rereading </li></ul><ul><li>Considerations: </li></ul><ul><li>Rereading does not necessarily mean </li></ul><ul><li>reading every word, beginning-to-end, again. (As need dictates, rereading may vary in time </li></ul><ul><li>and focus from extensive to limited.) </li></ul>
    17. 17. Determine Ways to Have Students Reflect About the Thought Processes They’ve Used <ul><li>Rationale: </li></ul><ul><li>Metacognitive reflection helps “cement” reading skills and strategies. </li></ul><ul><li>Possible Methods: </li></ul><ul><ul><li>Discussion, conferencing </li></ul></ul><ul><ul><li>Applying strategy(s) to new task </li></ul></ul><ul><ul><li>Teaching strategy(s) to others </li></ul></ul><ul><ul><li>Various written products – questions, journals entries, exit slips, etc. </li></ul></ul><ul><ul><li>Posters, bookmarks, etc. that explain the strategy </li></ul></ul><ul><li>Considerations: </li></ul><ul><ul><li>Encourage self-evaluation </li></ul></ul><ul><ul><li>Usually keep this part of the lesson short </li></ul></ul><ul><ul><li>Does not always occur at the conclusion of the </li></ul></ul><ul><ul><li>reading lesson. Can be utilized in almost any </li></ul></ul><ul><ul><li>part of the lesson. </li></ul></ul>
    18. 18. Voilá - You now have a strategic reading lesson!