Student Impact Study: Lesson #2 Develop ways to monitor understanding of fiction and nonfiction texts (2-18-16 or 2-19-16) Learning Goal: Begin the lesson with a strong, engaging opening, and ask good, open- ended questions throughout the lesson. Rationale: The following lesson will be implemented to further support the student’s monitoring of understanding strategies, specifically with non-fiction passages. In the first lesson of this series the student did well with fiction text and this lesson will further support the application of the same strategies with non-fiction texts + English Language Arts Standard 1.2 Reading Informational Text: Students read, understand, and respond to informational text — with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. © CC.1.2.5.A - Determine two or more main ideas in a text and explain how they are supported by key details; summarize the text. Source: Houghton Mifflin Harcourt Publishing Company: Joumey’s Program, Literacy Toolkit for 5" Grade + In order to pull the student into the lesson, the student will be asked to draw on prior knowledge of starfish since that is the topic of the non-fiction text. Additionally, we will go over strategies discussed in the previous lesson to continue to strengthen the student’s ability to apply the strategies he knows before, during, and after reading. During the lesson, the student will “Tweet” his thoughts, questions, and any connections he can make to the text in order to monitor his understanding. This will provide the teacher with data as well as show the student his strengths and needs with non-fiction text specifically. Objectives: * Given a non-fiction passage, the student will monitor his understanding of the text through the employment of graphic organizers and questioning strategies. Materials: + Printed Starfish + “Strategies Good Readers Use” Chart + Figure R-9 KWL Chart + Figure C-16A All About Starfish Passage + Post-It Notes + Highlighter + “Twitter” BoardProcedure: Introduction (5-10 minutes) + Engagement: What do you know about starfish? © Have a picture of a starfish printed out © Student try to write five things he knows about starfish (1 per each point) © “Great ideas! It’s ok if you do not know that much because you are going to read about starfish in today’s passage. It is always important to get our brains in the game for whatever topic we will be reading about. Do you think the reading will be fiction or non-fiction based off of what we just did?” * Review Strategies from first session eAOICKUE WO OS © “Strategies Good Readers Use” Chart xadd go ©. “Last time we made this organizer with the post-it notes ant/came up with strategies good readers use before reading, during reading, and after reading. Take a minute to look over those and see if you can think of anything else you would like to add to our organizer.” © Student can use Post-It notes to add any strategies to the organizer * Introduce KWL Chart ©. “Have you ever used a graphic organizer like this before?” (Wait time) ©. “How do you think you will use this to monitor your understanding and really set your brain working hard during this reading?” © “Go ahead and fill out what you can now (KNOW and WANT TO KNOW) and then, we will start reading!” ‘Lesson Development (15 minutes) + Introduce the text, “All About Starfish”. MVAWaNCd ore, SONKCOCE ©. “We have already used some strategies to get our brains in the game for this passage, which is great! Before, during, and after your reading, I would like you to try “tweeting”. Have you heard of Twitter before?” + Introduce Twitter board (Siiclek Aicl NO' PACHCIOIN LEI grate qv) © “So before I read something or start studying Something, I might tweet out \ a question to see if anyone has anything to help me understand the topic or just so I can get my brain working, During my reading I might tweet out some information that I think is important and that might maybe answer my question! And after my reading I usually like to tweet out something new that I think after learning about the new topic. Try your best and show some real stamina with this activity!” © Student tweets can be written on sticky notes © If necessary prompt ~ 2 tweets per time of reading (before, during, after) Conclusion (5 minutes) + Have student share tweets © “How did you decide what to tweet?” + Have student complete the KWL chart, he may use his tweets + Student selfassessment/summary ©. “Great job today. You showed some awesome stamina and grit. Give me a summary of what you read today. You can refer to your tweets and yourKWL chart if you would like.” (Note whether student uses this resources, as well as if he looks back at passage.) © “Before you leave, please fill out this self-check. Another strategy good readers use is to check how they are doing. I also have a blank one you can use as a bookmark or as a reference while you are doing your own reading,” Assessment: + Formative assessment: KWL chart, student generated tweets, student verbal summary + Student self-assessment ©. Itis important for students to learn to assess their own progress as well as reflect after completing different activities Notes from student summary: ¥AUMOC'S GUCPOSE = teach Lids about SIOrsin TY FEAL LONGO AGI KOCKS MNO ROPE eroy MOr COMME NCW K OO\LAW UM -> exe 40 SEL Lercmored) KCI VOW stor Fish eroye wnat they Cure - wemecesning, Loca s ~“heud tO Give C SUMMoury" Creat choany "Dicey OF Wampy Kid CaSICR... KEKE OLE CVoracters rok a Fan of Twitter ood SHOLEOHY Oo Sornig Sredent