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​ ​ ​Lit​ ​372​ ​Final​ ​Project​ ​Lesson​ ​Planning​ ​Form

Lit.​ ​372​ ​S2017


NOTE:​ ​This​ ​document​ ​is​ ​meant​ ​to​ ​support​ ​the​ ​final​ ​project​ ​directions​ ​document,
neither​​ ​document​ ​stands​ ​on​ ​its​ ​own.
Group​ ​Members​ ​Names:​ ​Emily​ ​Klotz​ ​and​ ​Michelle​ ​Karwowski

Theme:​ ​Owls

Grade​ ​Level:​ ​3

Day​ ​2
Section​ ​1:​ ​Central​ ​Focus
Question​ ​Prompts Question​ ​Responses
Central​ ​Focus: Comprehension
The​ ​Essential​ ​Literacy​ ​Strategy​​ (​ ELS)​​ ​being Using​ ​key​ ​details​ ​to​ ​infer​ ​the​ ​main​ ​idea.
taught​ ​(This​ ​will​ ​remain​ ​constant) Asking​ ​how​ ​the​ ​key​ ​details​ ​connect​ ​and
what​ ​the​ ​author​ ​wants​ ​us​ ​to​ ​know​ ​about​ ​the
text​ ​to​ ​infer​ ​the​ ​main​ ​idea.
Prerequisite​ ​Skills​​ ​Needed​ ​to​ ​teach​ ​ELS decoding,​ ​finding​ ​the​ ​main​ ​idea​ ​in​ ​the​ ​first​ ​or
(utilize​ ​the​ ​standards,​ ​and​ ​attend​ ​to​ ​what​ ​the last​ ​sentence​ ​in​ ​simple​ ​texts​ ​(when​ ​clearly
students​ ​need​ ​to​ ​have​ ​learned​ ​in​ ​prior​ ​grades stated​ ​in​ ​the​ ​text),​ ​vocabulary
to​ ​be​ ​ready​ ​to​ ​learn​ ​the​ ​ELS)
NYS​ ​CCLS​ ​Grade​ ​3​ ​Standard​ ​being​ ​addressed 3R2:​ ​determine​ ​a​ ​theme​ ​or​ ​central​ ​idea​ ​and
explain​ ​how​ ​it​ ​is​ ​supported​ ​by​ ​key​ ​details;
summarize​ ​portions​ ​of​ ​a​ ​text​ ​(RI&RL)
Section​ ​2:​ ​Justification
Question​ ​Prompts Question​ ​Responses
APA​ ​Style​ ​text​ ​citation Mason,​ ​A.,​ ​&​ ​Ogle,​ ​N.​ ​G.​ ​(2004).​ ​Owls​.
Toronto:​ ​Kids​ ​Can​ ​Press.
Text​ ​Genre​ ​(fiction,​ ​informational,​ ​poetry,​ ​etc) Informational,​ ​Nonfiction
a) Explain​​ ​with​ ​detail,​ ​how​ ​the​ ​chosen​ ​text The​ ​text​ ​chosen​ ​for​ ​day​ ​2​ ​supports​ ​the
supports​ ​the​ ​teaching​ ​&​ ​learning​ ​of​ ​the teaching​ ​and​ ​learning​ ​of​ ​the​ ​Central​ ​Focus
stated​ ​Central​ ​Focus​​ ​and​ ​Essential and​ ​Essential​ ​literacy​ ​strategy​ ​in​ ​the
Literacy​ ​Strategy​​ ​for​ ​comprehension​ ​of following​ ​ways.​ ​ ​First,​ ​this​ ​text​ ​is​ ​relatively
text. short​ ​and​ ​broken​ ​up​ ​into​ ​sections​ ​by​ ​titles,
which​ ​separates​ ​the​ ​text​ ​into​ ​smaller​ ​chunks
and​ ​makes​ ​it​ ​easier​ ​for​ ​students​ ​to​ ​find​ ​the
main​ ​idea​ ​with​ ​a​ ​small​ ​amount​ ​of​ ​text.
Additionally,​ ​the​ ​text​ ​is​ ​written​ ​on​ ​a​ ​level
that​ ​is​ ​easily​ ​decoded​ ​by​ ​many​ ​third​ ​graders
so​ ​decoding​ ​will​ ​not​ ​get​ ​in​ ​the​ ​way​ ​of
students’​ ​comprehension,​ ​especially​ ​during
partner​ ​work​ ​on​ ​the​ ​last​ ​paragraph.​ ​This
makes​ ​the​ ​text​ ​well​ ​suited​ ​for​ ​practice
during​ ​the​ ​lesson​ ​for​ ​the​ ​second​ ​day.
Second,​ ​the​ ​author​ ​has​ ​written​ ​the​ ​text​ ​in
such​ ​a​ ​way​ ​that​ ​gives​ ​many​ ​clear​ ​supporting
details​ ​in​ ​each​ ​section​ ​to​ ​support​ ​the​ ​main
idea.​ ​However,​ ​the​ ​main​ ​idea​ ​is​ ​not​ ​stated
clearly​ ​in​ ​the​ ​first​ ​sentence​ ​and​ ​is​ ​more
difficult​ ​to​ ​find.​ ​It​ ​requires​ ​that​ ​the​ ​reader
infer​ ​the​ ​main​ ​idea,​ ​which​ ​supports​ ​the
teaching​ ​of​ ​the​ ​essential​ ​literacy​ ​strategy
from​ ​the​ ​introductory​ ​lesson​ ​and​ ​continues
throughout​ ​these​ ​next​ ​two​ ​days.​ ​This
supports​ ​the​ ​Central​ ​Focus​ ​of
comprehension​ ​because​ ​understanding​ ​the
main​ ​focus,​ ​or​ ​main​ ​idea,​ ​of​ ​a​ ​text​ ​is
essential​ ​to​ ​understanding​ ​what​ ​a​ ​text​ ​is
about.​ ​Finding​ ​key​ ​details​ ​actively​ ​engages
the​ ​reader​ ​to​ ​think​ ​about​ ​how​ ​these​ ​ideas​ ​fit
together​ ​to​ ​help​ ​the​ ​reader​ ​infer​ ​the​ ​main
idea​ ​and​ ​understand​ ​what​ ​the​ ​central​ ​focus
of​ ​what​ ​they​ ​read​ ​was.​ ​Therefore,​ ​these
factors​ ​will​ ​allow​ ​for​ ​all​ ​three​ ​parts​ ​of​ ​the
gradual​ ​release​ ​of​ ​responsibility​ ​framework
(Pearson​ ​&​ ​Gallagher,​ ​1983)​ ​to​ ​be​ ​addressed
within​ ​the​ ​context​ ​of​ ​this​ ​lesson.​ ​Students
will​ ​be​ ​able​ ​to​ ​practice​ ​through​ ​guided
support​ ​in​ ​this​ ​second​ ​day​ ​lesson.​ ​Thereby,
providing​ ​the​ ​students​ ​with​ ​multiple
opportunities​ ​to​ ​apply​ ​this​ ​strategy​ ​with
similar​ ​sections​ ​of​ ​text​ ​with​ ​which​ ​they​ ​will
be​ ​successful.​ ​Teachers​ ​will​ ​provide​ ​initial
scaffolding​ ​then​ ​release​ ​responsibility​ ​to
students​ ​as​ ​we​ ​lessen​ ​our​ ​scaffolds​ ​until​ ​the
students​ ​can​ ​independently​ ​infer​ ​the​ ​main
idea​ ​by​ ​day​ ​3.
b) Describe​​ ​with​ ​detail,​ ​your​ ​reasoning​ ​behind The​ ​following​ ​reasons​ ​influenced​ ​my
utilizing​ ​this​ ​text​ ​as​ ​the​ ​first,​ ​second​ ​or decision​ ​to​ ​utilize​ ​this​ ​text​ ​for​ ​the​ ​second
third​ ​text​ ​in​ ​the​ ​three-day​ ​sequence.​ ​ ​Make lesson.​ ​First,​ ​this​ ​text​ ​is​ ​relatively​ ​short​ ​and
sure​ ​that​ ​you​ ​are​ ​clear. broken​ ​up​ ​into​ ​sections​ ​by​ ​titles,​ ​which
separates​ ​the​ ​text​ ​into​ ​smaller​ ​chunks​ ​and
makes​ ​it​ ​easier​ ​for​ ​students​ ​to​ ​find​ ​the​ ​main
idea​ ​with​ ​a​ ​small​ ​amount​ ​of​ ​text.
Additionally,​ ​the​ ​text​ ​is​ ​written​ ​on​ ​a​ ​level
that​ ​is​ ​easily​ ​decoded​ ​by​ ​many​ ​third​ ​graders
so​ ​decoding​ ​and​ ​difficult​ ​vocabulary​ ​will​ ​not
get​ ​in​ ​the​ ​way​ ​of​ ​students’​ ​comprehension.
Second,​ ​each​ ​paragraph​ ​in​ ​the​ ​text​ ​contains
simple​ ​sentences​ ​that​ ​clearly​ ​state​ ​key
details,​ ​rarely​ ​including​ ​details​ ​that​ ​do​ ​not
tie​ ​into​ ​the​ ​main​ ​idea.​ ​This​ ​makes​ ​it​ ​easier
for​ ​students​ ​to​ ​infer​ ​the​ ​main​ ​idea.​ ​For
example,​ ​in​ ​the​ ​first​ ​paragraph​ ​for​ ​the​ ​first
stopping​ ​point​ ​each​ ​sentence​ ​clearly​ ​relates
to​ ​the​ ​main​ ​idea​ ​is​ ​how​ ​owls​ ​choose​ ​their
homes.​ ​This​ ​helps​ ​students​ ​to​ ​continue​ ​with
simple,​ ​clear​ ​sentences​ ​and​ ​paragraphs​ ​to
infer​ ​the​ ​main​ ​idea​ ​as​ ​they​ ​begin​ ​to​ ​take​ ​on
more​ ​responsibility.​ ​The​ ​text​ ​for​ ​day​ ​2​ ​is
similar​ ​to​ ​the​ ​text​ ​complexity​ ​and​ ​style​ ​of
day​ ​1.​ ​Keeping​ ​the​ ​text​ ​consistent​ ​allows
students​ ​to​ ​apply​ ​the​ ​strategies​ ​from​ ​day​ ​1
in​ ​an​ ​increasingly​ ​independent​ ​way.
​ ​Therefore,​ ​using​ ​this​ ​text​ ​for​ ​the​ ​second​ ​day
allows​ ​for​ ​effective​ ​teacher​ ​modeling​ ​and
student​ ​practice​ ​with​ ​the​ ​Essential​ ​Literacy
Strategy.​ ​Consequently,​ ​the​ ​students​ ​should
be​ ​able​ ​to​ ​move​ ​on​ ​to​ ​more​ ​independent
and​ ​less​ ​scaffolded​ ​work​ ​with​ ​this​ ​Essential
Literacy​ ​Strategy​ ​by​ ​day​ ​three​ ​of​ ​this​ ​lesson
sequence.​ ​Therefore,​ ​the​ ​students​ ​will​ ​be
gradually​ ​moved​ ​towards​ ​independence​ ​in
the​ ​use​ ​of​ ​the​ ​Essential​ ​Literacy​ ​Strategy.

Section​ ​3:​ ​Pre-Reading


Question​ ​Prompts Question​ ​Responses
a) Pre-reading​ ​Activity​​ ​(include​ ​citation​ ​of “Ice​ ​Cream​ ​Cone​ ​Activity”:​ ​Determining​ ​the
researcher​ ​&​ ​year​ ​from​ ​the​ ​resources main​ ​idea​ ​(Denton,​ ​C.,​ ​Bryan,​ ​D.,​ ​Wexler,​ ​J.,
provided​ ​in​ ​class) Reed,​ ​D.​ ​Vaughn,​ ​S.​ ​(2007)​ ​)
b) Describe​ ​how​ ​the​ ​Pre-reading​ ​Activity The​ ​use​ ​of​ ​the​ ​teacher-designed​ ​Ice​ ​Cream
chosen​ ​supports​ ​the​ ​teaching​ ​and​ ​learning Cone​ ​Activity​ ​supports​ ​the​ ​central​ ​focus​ ​of
of​ ​the​ ​stated​ ​Central​ ​Focus​​ ​and​ ​Essential comprehension​ ​in​ ​the​ ​following​ ​ways.
Students​ ​will​ ​work​ ​in​ ​groups.​ ​Each​ ​student
Literacy​ ​Strategy​​ ​for​ ​comprehension​ ​of will​ ​each​ ​receive​ ​an​ ​“ice​ ​cream​ ​scoop”​ ​paper
text. that​ ​has​ ​a​ ​key​ ​detail​ ​on​ ​it.​ ​ ​In​ ​order​ ​to
complete​ ​the​ ​activity,​ ​students​ ​will​ ​have​ ​to
communicate​ ​with​ ​one​ ​another​ ​and
understand​ ​how​ ​to​ ​work​ ​with​ ​peers​ ​in​ ​order
to​ ​connect​ ​key​ ​details​ ​and​ ​match​ ​their​ ​key
ideas​ ​together​ ​to​ ​form​ ​a​ ​main​ ​idea.​ ​This
connects​ ​to​ ​the​ ​essential​ ​literacy​ ​strategy​ ​by
giving​ ​students​ ​opportunities​ ​to​ ​ask
questions​ ​to​ ​infer​ ​the​ ​main​ ​idea.​ ​Being​ ​able
to​ ​work​ ​in​ ​groups​ ​allows​ ​for​ ​students​ ​to
have​ ​appropriate​ ​guidance​ ​and​ ​support​ ​to
practice​ ​the​ ​new​ ​topic​ ​learned​ ​in​ ​day​ ​one.
This​ ​supports​ ​central​ ​focus​ ​of
comprehension​ ​because​ ​students​ ​will​ ​need
to​ ​understand​ ​what​ ​both​ ​key​ ​details​ ​are​ ​and
how​ ​to​ ​connect​ ​them​ ​to​ ​form​ ​a​ ​main​ ​idea.
The​ ​relationship​ ​between​ ​one​ ​another
supports​ ​the​ ​importance​ ​of​ ​comprehension.
c) Include​ ​a​ ​copy​ ​of​ ​the​ ​Pre-reading​ ​Activity​​ ​and​ ​the​ ​directions​ ​for​ ​the​ ​activity​ ​in​ ​the​ ​space
below:
Directions:
1. After​ ​you​ ​receive​ ​an​ ​ice​ ​cream​ ​scoop​ ​with​ ​your​ ​key​ ​detail,​ ​sit​ ​with​ ​your​ ​group.
2. Read​ ​each​ ​key​ ​detail​ ​on​ ​the​ ​ice​ ​cream​ ​cone​ ​scoops.
3. Find​ ​the​ ​main​ ​idea​ ​that​ ​connects​ ​all​ ​four​ ​details.
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​*Hint:​ ​What​ ​question​ ​can​ ​you​ ​ask​ ​yourself​ ​to​ ​help​ ​you​ ​to​ ​find​ ​the​ ​main​ ​idea?
Section​ ​4:​ ​During​ ​Reading
Question​ ​Prompts Question​ ​Responses
During​ ​Reading​ ​Activities:​ ​Three​ ​times​ ​during​ ​your​ ​reading-aloud​ ​of​ ​the​ ​text,​ ​you​ ​need​ ​to
stop​ ​and​ ​provide​ ​instruction​ ​on​ ​the​ ​ELS.​ ​You​ ​will​ ​need​ ​to​ ​include​ ​images​ ​of​ ​the​ ​text​ ​at​ ​each​ ​of
your​ ​stopping​ ​points.​ ​ ​As​ ​well​ ​as​ ​the​ ​specific​ ​language​ ​that​ ​you​ ​will​ ​use​ ​for​ ​instruction​ ​at​ ​each
of​ ​these​ ​stopping​ ​points.
During​ ​Reading​ ​#1
a) During​ ​Reading​ ​Stopping​ ​Point​ ​#1​​ ​&​ ​pg.​ ​# Shared​ ​Reading​ ​(Holdaway,​ ​1979)with
What​ ​are​ ​YOU​ ​doing​ ​at​ ​this​ ​stopping modeling​ ​through​ ​a​ ​Think-aloud​ ​(Davey,
point?​(include​ ​citation​ ​of​ ​researcher​ ​&​ ​year 1983);​ ​Gradual​ ​Release​ ​of​ ​Responsibility
from​ ​the​ ​resources​ ​provided​ ​in​ ​class) (Pearson​ ​&​ ​Gallagher,​ ​1983);​ ​Graphic
Organizer​ ​(Manoli​ ​&​ ​Papadopoulou,​ ​2012)
b) During​ ​Reading​ ​Stopping​ ​Point​ ​#1​​ ​&​ ​pg.​ ​# Shared​ ​Reading​ ​(Holdaway,​ ​1979);Graphic
What​ ​are​ ​YOUR​ ​students​ ​doing​ ​at​ ​this Organizer​ ​(Manoli​ ​&​ ​Papadopoulou,​ ​2012)
stopping​ ​point?​(include​ ​citation​ ​of
researcher​ ​&​ ​year​ ​from​ ​the​ ​resources
provided​ ​in​ ​class)
c) During​ ​Reading​ ​Stopping​ ​Point​ ​#1-​ ​image​ ​of​ ​page
d) During​ ​Reading​ ​Stopping​ ​Point​ ​#1: TEACHER​ ​TALK:​ ​ ​This​ ​morning​ ​3rd​ ​grade​ ​readers,​ ​we
“​Teacher​ ​Talk”-​ ​what​ ​will​ ​you​ ​actually​ ​say​ ​in are​ ​again​ ​going​ ​to​ ​practice​ ​inferring​ ​the​ ​main​ ​idea​ ​of
the​ ​paragraphs​ ​that​ ​we​ ​read.​ ​Today,​ ​we​ ​will​ ​really
this​ ​instructional​ ​stopping​ ​point.​ ​ ​Provide
focus​ ​in​ ​on​ ​how​ ​to​ ​connect​ ​the​ ​key​ ​details​ ​that​ ​we
your​ ​“think-aloud”​ ​verbiage​ ​and/or​ ​the find​ ​to​ ​come​ ​up​ ​with​ ​a​ ​main​ ​idea.​ ​ ​Who​ ​can​ ​tell​ ​me
directions​ ​to​ ​implement​ ​the​ ​indicated what​ ​a​ ​key​ ​detail​ ​is?​ ​ ​Right!​ ​It​ ​is​ ​something
during​ ​reading​ ​activity.​ ​ ​Be​ ​detailed!​ ​ ​I important​ ​in​ ​the​ ​passage​ ​the​ ​author​ ​wants​ ​us​ ​to
should​ ​be​ ​able​ ​to​ ​visualize​ ​the​ ​lesson. know.​ ​We​ ​are​ ​all​ ​going​ ​to​ ​fill​ ​out​ ​the​ ​same​ ​graphic
organizer,​ ​and​ ​I​ ​will​ ​guide​ ​you​ ​through​ ​it​ ​by​ ​sharing
my​ ​thinking​ ​through​ ​a​ ​think-aloud.
DIRECTIONS:​ ​Read​ ​aloud​ ​the​ ​paragraph​ ​sentence​ ​by
sentence​ ​and​ ​fill​ ​in​ ​the​ ​graphic​ ​organizer​ ​provided
above,​ ​listing​ ​the​ ​key​ ​details​ ​as​ ​they​ ​are​ ​identified.
Students​ ​will​ ​fill​ ​in​ ​the​ ​same​ ​graphic​ ​organizer​ ​along
with​ ​you.​ ​Say​ ​the​ ​following...
TEACHER​ ​TALK:
Let’s​ ​start​ ​by​ ​reading​ ​the​ ​entire​ ​paragraph.​ ​Now​ ​let’s
look​ ​at​ ​each​ ​sentence​ ​for​ ​those​ ​key​ ​details.​ ​ ​Who
thinks​ ​they​ ​can​ ​tell​ ​me​ ​if​ ​there​ ​is​ ​a​ ​key​ ​detail​ ​in​ ​this
first​ ​sentence​ ​and​ ​what​ ​it​ ​is?​ ​Correct,​ ​owls​ ​live​ ​in
forests,​ ​prairies,​ ​deserts,​ ​marshes​ ​and​ ​cities.​ ​The
author​ ​must​ ​want​ ​us​ ​to​ ​know​ ​that​ ​owls​ ​live​ ​in​ ​many
different​ ​places.​ ​Yesterday,​ ​we​ ​talked​ ​about​ ​how​ ​we
don’t​ ​have​ ​to​ ​write​ ​our​ ​key​ ​details​ ​down​ ​word​ ​for
word​ ​from​ ​the​ ​text.​ ​We​ ​can​ ​notice​ ​that​ ​what
forests,​ ​prairies,​ ​deserts,​ ​marshes​ ​and​ ​cities​ ​have​ ​in
common​ ​is​ ​that​ ​they​ ​are​ ​all​ ​places​ ​that​ ​owls​ ​live​ ​and
write​ ​this​ ​down​ ​in​ ​our​ ​graphic​ ​organizer​ ​as​ ​a​ ​key
detail.​ ​ ​Let’s​ ​continue​ ​by​ ​looking​ ​at​ ​this​ ​next
sentence.​ ​Let’s​ ​ask​ ​ourselves,​ ​“what​ ​is​ ​important
about​ ​this​ ​sentence​ ​that​ ​will​ ​lead​ ​us​ ​to​ ​the​ ​main
idea?”​ ​ ​I​ ​notice​ ​that​ ​there​ ​are​ ​actually​ ​TWO​ ​details
in​ ​ONE​ ​sentence.​ ​ ​The​ ​first​ ​detail​ ​I​ ​am​ ​noticing​ ​is
that​ ​owls​ ​stay​ ​or​ ​live​ ​where​ ​there​ ​is​ ​plenty​ ​of​ ​food.​ ​ ​I
am​ ​going​ ​to​ ​write​ ​that​ ​down​ ​for​ ​one​ ​of​ ​my​ ​key
details,​ ​in​ ​our​ ​graphic​ ​organizer.​ ​ ​Who​ ​thinks​ ​that
they​ ​can​ ​tell​ ​me​ ​the​ ​second​ ​key​ ​detail​ ​the​ ​author
wants​ ​us​ ​to​ ​know?​ ​Correct!​ ​The​ ​second​ ​detail​ ​we
can​ ​write​ ​in​ ​our​ ​graphic​ ​organizer​ ​is​ ​that​ ​owls​ ​live​ ​in
places​ ​where​ ​they​ ​can​ ​hide​ ​and​ ​rest.​ ​I​ ​am​ ​already
noticing​ ​from​ ​our​ ​graphic​ ​organizer,​ ​that​ ​our​ ​key
details​ ​seem​ ​to​ ​be​ ​about​ ​where​ ​owls​ ​live,​ ​I​ ​wonder​ ​if
this​ ​will​ ​be​ ​a​ ​part​ ​of​ ​the​ ​main​ ​idea?​ ​ ​Let’s​ ​move​ ​on​ ​to
the​ ​third​ ​sentence.​ ​ ​I​ ​am​ ​going​ ​to​ ​reread​ ​this
sentence​ ​silently​ ​in​ ​my​ ​head​ ​and​ ​think​ ​about​ ​what
the​ ​author​ ​wants​ ​me​ ​to​ ​know.​ ​Try​ ​this​ ​with​ ​me.
Before​ ​I​ ​share​ ​my​ ​thoughts,​ ​let’s​ ​all​ ​turn​ ​and​ ​talk​ ​to
a​ ​partner​ ​to​ ​share​ ​what​ ​you​ ​think​ ​the​ ​key​ ​idea​ ​is.​ ​I
noticed​ ​that​ ​the​ ​two​ ​parts​ ​of​ ​the​ ​sentence​ ​tells​ ​us
that​ ​owls​ ​live​ ​alone​ ​or​ ​with​ ​groups.​ ​This​ ​is​ ​the​ ​key
detail​ ​I​ ​will​ ​write​ ​on​ ​my​ ​graphic​ ​organizer.
Now​ ​that​ ​we​ ​have​ ​all​ ​of​ ​our​ ​key​ ​details,​ ​it​ ​is​ ​time​ ​for
us​ ​to​ ​decide​ ​on​ ​a​ ​main​ ​idea.​ ​ ​So​ ​the​ ​first​ ​thing​ ​that​ ​I
am​ ​thinking​ ​is​ ​that​ ​all​ ​of​ ​these​ ​key​ ​details​ ​have​ ​to
connect​ ​in​ ​order​ ​for​ ​us​ ​to​ ​determine​ ​the​ ​main​ ​idea.
Looking​ ​at​ ​our​ ​graphic​ ​organizer,​ ​I​ ​see​ ​that​ ​many
details​ ​are​ ​about​ ​places​ ​owls​ ​live,​ ​what​ ​makes​ ​a
great​ ​home,​ ​and​ ​who​ ​they​ ​live​ ​with.​ ​I​ ​ask​ ​myself
“How​ ​do​ ​all​ ​of​ ​these​ ​details​ ​connect​ ​or​ ​what​ ​are
these​ ​details​ ​trying​ ​to​ ​tell​ ​me?”​ ​ ​All​ ​of​ ​these​ ​details
together​ ​really​ ​tell​ ​me​ ​how​ ​owls​ ​choose​ ​their
homes.​ ​ ​They​ ​choose​ ​where​ ​they​ ​live,​ ​why​ ​they​ ​live
there​ ​and​ ​who​ ​to​ ​live​ ​with.​ ​So,​ ​I​ ​can​ ​infer​ ​that​ ​my
main​ ​idea​ ​is​ ​that​ ​owls​ ​choose​ ​their​ ​homes​ ​for
different​ ​reasons.​ ​This​ ​connects​ ​all​ ​of​ ​my​ ​key​ ​details
together.​ ​Let’s​ ​write​ ​this​ ​main​ ​idea​ ​in​ ​our​ ​graphic
organizer.

d) Describe​ ​how​ ​the​ ​During​ ​Reading This​ ​during​ ​reading​ ​activity​ ​utilizes​ ​several​ ​strategies
Stopping​ ​Point​​ ​#1​ ​chosen​ ​supports​ ​the working​ ​in​ ​tandem​ ​to​ ​support​ ​the​ ​central​ ​focus​ ​of
teaching​ ​and​ ​learning​ ​of​ ​the​ ​stated​ ​Central comprehension.​ ​ ​First,​ ​the​ ​text​ ​is​ ​read-aloud​ ​through
Focus​​ ​and​ ​Essential​ ​Literacy​ ​Strategy​​ ​for a​ ​shared​ ​reading​ ​(Holdaway,1979)​ ​so​ ​that​ ​students
can​ ​focus​ ​on​ ​listening,​ ​following​ ​along​ ​with​ ​the​ ​text
comprehension​ ​of​ ​text.
as​ ​it​ ​is​ ​read-aloud,​ ​and​ ​comprehending​ ​without​ ​the
cognitive​ ​demand​ ​of​ ​decoding.​ ​The​ ​second​ ​strategy
being​ ​implemented​ ​is​ ​the​ ​use​ ​of​ ​a
“think-aloud”(Davey,​ ​1983)​ ​as​ ​a​ ​means​ ​of​ ​modeling
to​ ​the​ ​students​ ​how​ ​the​ ​teacher​ ​is​ ​thinking​ ​about
the​ ​text,​ ​and​ ​applying​ ​the​ ​Essential​ ​Literacy​ ​Strategy
of​ ​Using​ ​key​ ​details​ ​to​ ​infer​ ​the​ ​main​ ​idea​ ​and
asking​ ​how​ ​the​ ​key​ ​details​ ​connect​ ​and​ ​what​ ​the
author​ ​wants​ ​us​ ​to​ ​know​ ​about​ ​the​ ​text​ ​to​ ​infer​ ​the
main​ ​idea.​ ​The​ ​third​ ​strategy​ ​of​ ​using​ ​a​ ​graphic
organizer​ ​(Manoli​ ​&​ ​Papadopoulou,​ ​2012)​ ​is​ ​a​ ​visual
representation​ ​strategy​ ​that​ ​helps​ ​students​ ​see​ ​the
connections​ ​and​ ​relationships​ ​between​ ​the​ ​key
details​ ​and​ ​main​ ​idea​ ​and​ ​also​ ​allows​ ​them​ ​to
organize​ ​their​ ​ideas​.​ ​This​ ​therefore​ ​leads​ ​to​ ​better
comprehension​ ​of​ ​the​ ​text,​ ​which​ ​is​ ​the​ ​Central
Focus​ ​of​ ​the​ ​lesson.​ ​This​ ​stopping​ ​point​ ​focuses​ ​on
key​ ​details​ ​and​ ​the​ ​main​ ​idea​ ​and​ ​how​ ​to​ ​use​ ​these
relationships​ ​to​ ​form​ ​the​ ​main​ ​idea.​ ​Finally,​ ​the
strategies​ ​listed​ ​above​ ​will​ ​allow​ ​for​ ​the​ ​first​ ​two
parts​ ​of​ ​the​ ​gradual​ ​release​ ​of​ ​responsibility
framework(Pearson​ ​&​ ​Gallagher,​ ​1983)​ ​to​ ​be
addressed​ ​within​ ​this​ ​stopping​ ​point.​ ​We​ ​gradually
allow​ ​the​ ​students​ ​to​ ​participate​ ​more​ ​and​ ​more​ ​in
using​ ​the​ ​strategies.
During​ ​Reading​ ​Stopping​ ​Point​ ​#2
a) During​ ​Reading​ ​Stopping​ ​Point​ ​#2​​ ​&​ ​pg.​ ​#. Shared​ ​Reading​ ​(Holdaway,​ ​1979)with
What​ ​are​ ​YOU​ ​doing​ ​at​ ​this​ ​stopping modeling​ ​through​ ​a​ ​Think-aloud​ ​(Davey,
point?​​ ​(include​ ​citation​ ​of​ ​researcher​ ​&​ ​year 1983);​ ​Gradual​ ​Release​ ​of​ ​Responsibility
from​ ​the​ ​resources​ ​provided​ ​in​ ​class) (Pearson​ ​&​ ​Gallagher,​ ​1983);​ ​Graphic
Organizer​ ​(Manoli​ ​&​ ​Papadopoulou,​ ​2012)
b) During​ ​Reading​ ​Stopping​ ​Point​ ​#2​​ ​&​ ​pg.​ ​# Shared​ ​Reading​ ​(Holdaway,​ ​1979);Graphic
What​ ​are​ ​YOUR​ ​students​ ​doing​ ​at​ ​this Organizer​ ​(Manoli​ ​&​ ​Papadopoulou,​ ​2012)
stopping​ ​point?​(include​ ​citation​ ​of
researcher​ ​&​ ​year​ ​from​ ​the​ ​resources
provided​ ​in​ ​class)
c) During​ ​Reading​ ​Stopping​ ​Point​ ​#2-​ ​image​ ​of​ ​page
e) During​ ​Reading​ ​Stopping​ ​Point​ ​#2: DIRECTIONS:​ ​Read​ ​aloud​ ​the​ ​whole​ ​paragraph.​ ​Allow
Teacher​ ​Talk​ ​-​ ​what​ ​will​ ​you​ ​actually​ ​say​ ​in students​ ​to​ ​reread​ ​the​ ​paragraph​ ​with​ ​a​ ​partner​ ​and
this​ ​instructional​ ​stopping​ ​point.​ ​ ​Provide fill​ ​in​ ​the​ ​graphic​ ​organizer​ ​provided​ ​above,​ ​listing
your​ ​“think-aloud”​ ​verbiage​ ​and/or​ ​the the​ ​key​ ​details​ ​as​ ​they​ ​are​ ​identified.​ ​Say​ ​the
following...
directions​ ​to​ ​implement​ ​the​ ​indicated
TEACHER​ ​TALK:
during​ ​reading​ ​activity. Listen​ ​and​ ​follow​ ​along​ ​as​ ​I​ ​read​ ​the​ ​entire
paragraph.​ ​Now​ ​I​ ​want​ ​you​ ​to​ ​turn​ ​to​ ​a​ ​partner​ ​and
read​ ​the​ ​paragraph​ ​again​ ​sentence​ ​by​ ​sentence.​ ​For
each​ ​sentence,​ ​decide​ ​together​ ​what​ ​the​ ​key​ ​detail
is.​ ​Who​ ​can​ ​remind​ ​me​ ​what​ ​you​ ​will​ ​ask​ ​yourself​ ​to
decide​ ​what​ ​the​ ​key​ ​detail​ ​is?​ ​Right!​ ​“What​ ​is
important​ ​about​ ​this​ ​sentence?”​ ​When​ ​you​ ​figure​ ​it
out,​ ​write​ ​each​ ​key​ ​detail​ ​in​ ​your​ ​graphic​ ​organizer.
At​ ​the​ ​end,​ ​I​ ​will​ ​show​ ​you​ ​my​ ​thinking​ ​through​ ​a
think-aloud,​ ​and​ ​you​ ​can​ ​see​ ​if​ ​your​ ​key​ ​details
match​ ​mine.
Now​ ​I​ ​will​ ​show​ ​you​ ​how​ ​I​ ​found​ ​the​ ​key​ ​details​ ​and
you​ ​can​ ​go​ ​ahead​ ​and​ ​check​ ​your​ ​details​ ​along​ ​with
mine,​ ​fixing​ ​them​ ​if​ ​needed.​ ​ ​For​ ​the​ ​first​ ​sentence,
the​ ​key​ ​detail​ ​I​ ​found​ ​was​ ​some​ ​owls​ ​stay​ ​in​ ​the
same​ ​place​ ​all​ ​year.​ ​This​ ​detail​ ​is​ ​straight​ ​forward​ ​so
I​ ​can​ ​take​ ​it​ ​straight​ ​from​ ​the​ ​text​ ​and​ ​write​ ​it​ ​in​ ​my
graphic​ ​organizer.​ ​The​ ​second​ ​detail​ ​I​ ​found​ ​was
that​ ​some​ ​owls​ ​move​ ​to​ ​different​ ​places​ ​with​ ​the
seasons.​ ​I​ ​would​ ​not​ ​write​ ​this​ ​sentence​ ​down​ ​word
for​ ​word​ ​the​ ​same​ ​way​ ​as​ ​I​ ​did​ ​for​ ​the​ ​first​ ​detail
because​ ​some​ ​of​ ​the​ ​information​ ​is​ ​not​ ​as​ ​important
in​ ​this​ ​sentence.​ ​When​ ​I​ ​asked​ ​myself,​ ​“what​ ​is​ ​the
most​ ​important​ ​thing​ ​about​ ​this​ ​sentence?”​ ​I​ ​knew​ ​I
didn’t​ ​have​ ​to​ ​include​ ​“such​ ​as​ ​the​ ​short-eared​ ​owl”
because​ ​this​ ​gives​ ​an​ ​extra​ ​detail​ ​that​ ​is​ ​not​ ​as
important.​ ​The​ ​author​ ​would​ ​want​ ​me​ ​to​ ​remember
that​ ​some​ ​owls​ ​move​ ​as​ ​the​ ​seasons​ ​change,​ ​so​ ​this
is​ ​what​ ​I​ ​wrote​ ​in​ ​my​ ​graphic​ ​organizer.​ ​It​ ​is​ ​not​ ​so
important​ ​that​ ​I​ ​remember​ ​the​ ​example​ ​of​ ​an​ ​owl
that​ ​does​ ​this.​ ​The​ ​last​ ​detail​ ​I​ ​found​ ​was​ ​that
moving​ ​with​ ​the​ ​seasons​ ​is​ ​called​ ​migrating.​ ​This
detail​ ​connects​ ​to​ ​my​ ​second​ ​detail​ ​because​ ​it​ ​gives
the​ ​vocabulary​ ​associated​ ​with​ ​the​ ​definition,
moving​ ​from​ ​place​ ​to​ ​place​ ​with​ ​the​ ​seasons.
Now​ ​it​ ​is​ ​time​ ​to​ ​find​ ​the​ ​main​ ​idea.​ ​ ​I​ ​look​ ​at​ ​all​ ​of
my​ ​key​ ​details​ ​and​ ​connect​ ​them​ ​to​ ​figure​ ​out​ ​what
the​ ​author​ ​is​ ​trying​ ​to​ ​tell​ ​me.​ ​ ​I​ ​can​ ​see​ ​that​ ​my​ ​last
detail​ ​is​ ​some​ ​vocab​ ​that​ ​describes​ ​the​ ​second
detail.​ ​ ​It​ ​tells​ ​me​ ​that​ ​migrating​ ​is​ ​when​ ​owls​ ​move
from​ ​place​ ​to​ ​place​ ​with​ ​the​ ​seasons.​ ​By​ ​connecting
these​ ​details​ ​it​ ​helps​ ​me​ ​understand​ ​more​ ​about​ ​the
main​ ​idea​ ​and​ ​overall​ ​what​ ​the​ ​passage​ ​is​ ​about.
What​ ​is​ ​something​ ​we​ ​can​ ​ask​ ​ourselves​ ​to​ ​help​ ​us
figure​ ​out​ ​the​ ​main​ ​idea?​ ​Right,​ ​how​ ​do​ ​the​ ​details
connect,​ ​and​ ​what​ ​is​ ​the​ ​author​ ​trying​ ​to​ ​tells​ ​us?
Go​ ​ahead​ ​and​ ​turn-and-talk​ ​with​ ​your​ ​partner​ ​and
try​ ​to​ ​infer​ ​the​ ​main​ ​idea​ ​of​ ​this​ ​passage.​ ​ ​Who
wants​ ​to​ ​share​ ​what​ ​they​ ​think​ ​the​ ​main​ ​idea​ ​is?
Hmm…​ ​You​ ​said​ ​you​ ​think​ ​the​ ​main​ ​idea​ ​is​ ​that​ ​owls
move​ ​with​ ​the​ ​seasons.​ ​ ​Although​ ​this​ ​fact​ ​is​ ​true,​ ​it
is​ ​not​ ​true​ ​for​ ​all​ ​owls.​ ​ ​Let’s​ ​try​ ​to​ ​connect​ ​ALL​ ​of
the​ ​details.​ ​Go​ ​back​ ​and​ ​look​ ​at​ ​detail​ ​one.​ ​ ​Would
anyone​ ​else​ ​like​ ​to​ ​try?​ ​ ​Sure!​ ​Some​ ​owls​ ​stay​ ​in​ ​the
same​ ​home​ ​all​ ​year​ ​and​ ​some​ ​migrate.​ ​Great​ ​work
looking​ ​at​ ​all​ ​of​ ​those​ ​details​ ​to​ ​create​ ​this​ ​main
idea!​ ​ ​Go​ ​ahead​ ​a​ ​write​ ​this​ ​in​ ​your​ ​graphic
organizers.
c) Describe​ ​how​ ​the​ ​During​ ​Reading This​ ​during​ ​reading​ ​activity​ ​utilizes​ ​several​ ​strategies
Stopping​ ​Point​ ​#2​​ ​chosen​ ​supports​ ​the working​ ​in​ ​tandem​ ​to​ ​support​ ​the​ ​central​ ​focus​ ​of
comprehension.​ ​ ​First,​ ​the​ ​text​ ​is​ ​read-aloud​ ​through
teaching​ ​and​ ​learning​ ​of​ ​the​ ​stated​ ​Central
a​ ​shared​ ​reading​ ​(Holdaway,1979)​ ​so​ ​that​ ​students
Focus​​ ​and​ ​Essential​ ​Literacy​ ​Strategy​​ ​for can​ ​focus​ ​on​ ​listening,​ ​following​ ​along​ ​with​ ​the​ ​text
comprehension​ ​of​ ​text. as​ ​it​ ​is​ ​read-aloud,​ ​and​ ​comprehending​ ​without​ ​the
cognitive​ ​demand​ ​of​ ​decoding.​ ​The​ ​second​ ​strategy
being​ ​implemented​ ​is​ ​the​ ​use​ ​of​ ​a
“think-aloud”(Davey,​ ​1983)​ ​as​ ​a​ ​means​ ​of​ ​modeling
to​ ​the​ ​students​ ​how​ ​the​ ​teacher​ ​is​ ​thinking​ ​about
the​ ​text,​ ​and​ ​applying​ ​the​ ​Essential​ ​Literacy​ ​Strategy
of​ ​using​ ​key​ ​details​ ​to​ ​infer​ ​the​ ​main​ ​idea​ ​and​ ​asking
how​ ​the​ ​key​ ​details​ ​connect​ ​and​ ​what​ ​the​ ​author
wants​ ​us​ ​to​ ​know​ ​about​ ​the​ ​text​ ​to​ ​infer​ ​the​ ​main
idea.​ ​This​ ​therefore​ ​leads​ ​to​ ​better​ ​comprehension
of​ ​the​ ​text,​ ​which​ ​is​ ​the​ ​Central​ ​Focus​ ​of​ ​the​ ​lesson.
The​ ​third​ ​strategy​ ​of​ ​using​ ​a​ ​graphic​ ​organizer
(Manoli​ ​&​ ​Papadopoulou,​ ​2012)​ ​is​ ​a​ ​visual
representation​ ​strategy​ ​that​ ​helps​ ​students​ ​see​ ​the
connections​ ​and​ ​relationships​ ​between​ ​the​ ​key
details​ ​and​ ​main​ ​idea​ ​and​ ​also​ ​allows​ ​them​ ​to
organize​ ​their​ ​ideas​.​ ​ ​Finally,​ ​the​ ​strategies​ ​listed
above​ ​will​ ​allow​ ​for​ ​the​ ​first​ ​three​ ​parts​ ​of​ ​ ​the
gradual​ ​release​ ​of​ ​responsibility​ ​framework​ ​(Pearson
&​ ​Gallagher,​ ​1983)​ ​to​ ​be​ ​addressed​ ​within​ ​this
stopping​ ​point:​ ​focused​ ​lessons,​ ​guided​ ​instruction,
and​ ​collaborative​ ​learning.​ ​We​ ​used​ ​guided
instruction​ ​and​ ​collaborative​ ​learning​ ​to​ ​allow
students​ ​to​ ​demonstrate​ ​their​ ​abilities​ ​to​ ​use
feedback​ ​and​ ​support​ ​from​ ​each​ ​other​ ​to​ ​determine
the​ ​main​ ​idea.
During​ ​Reading​ ​Stopping​ ​Point​ ​#3
a) During​ ​Reading​ ​Stopping​ ​Point​ ​#3​​ ​&​ ​pg.​ ​#. Shared​ ​Reading​ ​(Holdaway,​ ​1979)with
What​ ​are​ ​YOU​ ​doing​ ​at​ ​this​ ​stopping modeling​ ​through​ ​a​ ​Think-aloud​ ​(Davey,
point?​​ ​(include​ ​citation​ ​of​ ​researcher​ ​&​ ​year 1983);​ ​Gradual​ ​Release​ ​of​ ​Responsibility
from​ ​the​ ​resources​ ​provided​ ​in​ ​class) (Pearson​ ​&​ ​Gallagher,​ ​1983);​ ​Graphic
Organizer​ ​(Manoli​ ​&​ ​Papadopoulou,​ ​2012)
b) During​ ​Reading​ ​Stopping​ ​Point​ ​#3​​ ​&​ ​pg.​ ​# Shared​ ​Reading​ ​(Holdaway,​ ​1979);​ ​Graphic
What​ ​are​ ​YOUR​ ​students​ ​doing​ ​at​ ​this Organizer​ ​(Manoli​ ​&​ ​Papadopoulou,​ ​2012)
stopping​ ​point?​(include​ ​citation​ ​of
researcher​ ​&​ ​year​ ​from​ ​the​ ​resources
provided​ ​in​ ​class)
c) During​ ​Reading​ ​Stopping​ ​Point​ ​#3-​ ​image​ ​of​ ​page

f) During​ ​Reading​ ​Stopping​ ​Point​ ​#3: DIRECTIONS:​ ​Read​ ​aloud​ ​the​ ​whole​ ​paragraph.​ ​Allow
Teacher​ ​Talk​ ​-​ ​what​ ​will​ ​you​ ​actually​ ​say​ ​in students​ ​to​ ​reread​ ​the​ ​paragraph​ ​individually​ ​this
time​ ​and​ ​fill​ ​in​ ​the​ ​graphic​ ​organizer​ ​provided​ ​above,
this​ ​instructional​ ​stopping​ ​point.​ ​ ​Provide
listing​ ​the​ ​key​ ​details​ ​as​ ​they​ ​are​ ​identified.​ ​Say​ ​the
your​ ​“think-aloud”​ ​verbiage​ ​and/or​ ​the following...
directions​ ​to​ ​implement​ ​the​ ​indicated TEACHER​ ​TALK:
during​ ​reading​ ​activity. Listen​ ​and​ ​follow​ ​along​ ​as​ ​I​ ​read​ ​the​ ​last​ ​paragraph.
Now​ ​it’s​ ​your​ ​turn​ ​to​ ​try​ ​this​ ​on​ ​your​ ​own.​ ​I​ ​want
you​ ​to​ ​read​ ​the​ ​paragraph​ ​again​ ​sentence​ ​by
sentence.​ ​For​ ​each​ ​sentence,​ ​decide​ ​what​ ​the​ ​key
detail​ ​is.​ ​Think​ ​about​ ​what​ ​questions​ ​you​ ​can​ ​ask
yourself​ ​to​ ​help​ ​you.​ ​These​ ​are​ ​the​ ​same​ ​questions
we​ ​have​ ​been​ ​practicing.​ ​When​ ​you​ ​figure​ ​it​ ​out,
write​ ​each​ ​key​ ​detail​ ​in​ ​your​ ​graphic​ ​organizer.​ ​At
the​ ​end,​ ​I​ ​will​ ​ask​ ​some​ ​volunteers​ ​to​ ​share​ ​what
they​ ​found.
Ok,​ ​who​ ​would​ ​like​ ​to​ ​begin?​ ​Thank​ ​you​ ​for
volunteering!​ ​Can​ ​you​ ​tell​ ​me​ ​your​ ​first​ ​key​ ​detail?
Yes,​ ​we​ ​can​ ​take​ ​that​ ​detail​ ​straight​ ​from​ ​the​ ​text.
You​ ​wrote,​ ​“Owls​ ​don’t​ ​build​ ​nests.”​ ​The​ ​author
must​ ​want​ ​us​ ​to​ ​know​ ​what​ ​the​ ​owls​ ​do​ ​instead​ ​of
building​ ​nests.​ ​Let’s​ ​see​ ​if​ ​any​ ​other​ ​details​ ​match
this​ ​thought.​ ​Who​ ​would​ ​like​ ​to​ ​volunteer​ ​to​ ​give
the​ ​next​ ​key​ ​detail?​ ​ ​Correct,​ ​I​ ​like​ ​how​ ​you
re-worded​ ​this​ ​sentence​ ​to​ ​point​ ​out​ ​the​ ​most
important​ ​parts​ ​of​ ​the​ ​key​ ​detail.​ ​She​ ​said,​ ​“Owls​ ​lay
their​ ​eggs​ ​in​ ​trees,​ ​cliffs​ ​and​ ​the​ ​ground”.​ ​ ​Who
would​ ​like​ ​to​ ​give​ ​the​ ​next​ ​detail?​ ​Thank​ ​you​ ​for
volunteering!​ ​Hmmm….​ ​owls​ ​use​ ​old​ ​nests​ ​from
crows.​ ​You’re​ ​right​ ​that​ ​the​ ​sentence​ ​tells​ ​us​ ​this,
but​ ​this​ ​is​ ​not​ ​the​ ​most​ ​important​ ​part​ ​of​ ​the
sentence.​ ​It​ ​is​ ​not​ ​only​ ​old​ ​nests​ ​from​ ​crows.​ ​Let’s
change​ ​this​ ​to,​ ​“owls​ ​can​ ​use​ ​the​ ​nests​ ​of​ ​other
birds.”​ ​Who​ ​would​ ​like​ ​to​ ​give​ ​us​ ​the​ ​fourth​ ​detail?
Great!
“Owls​ ​nest​ ​in​ ​buildings​ ​such​ ​as​ ​barns”.​ ​Hmm,​ ​there
seems​ ​to​ ​be​ ​a​ ​FIFTH​ ​detail.​ ​ ​We​ ​only​ ​have​ ​four​ ​boxes
on​ ​our​ ​graphic​ ​organizer,​ ​so​ ​not​ ​every​ ​passage​ ​is
going​ ​to​ ​have​ ​the​ ​same​ ​amount​ ​of​ ​details.​ ​Some​ ​will
have​ ​less​ ​and​ ​some​ ​might​ ​have​ ​even​ ​more.​ ​ ​Did
anyone​ ​find​ ​the​ ​fifth​ ​detail?​ ​Correct!​ ​Owls​ ​can​ ​lay
their​ ​eggs​ ​in​ ​holes​ ​made​ ​from​ ​other​ ​animals.​ ​So​ ​now
that​ ​we​ ​have​ ​all​ ​of​ ​our​ ​key​ ​details,​ ​what​ ​do​ ​we​ ​need
to​ ​do​ ​now?​ ​Yes,​ ​we​ ​need​ ​to​ ​infer​ ​the​ ​main​ ​idea.
Go​ ​ahead​ ​and​ ​turn-and-talk​ ​with​ ​your​ ​partner,​ ​and
try​ ​to​ ​figure​ ​out​ ​the​ ​main​ ​idea​ ​of​ ​this​ ​passage.​ ​Don’t
forget​ ​to​ ​ask​ ​yourself​ ​questions​ ​if​ ​you​ ​get​ ​stuck!
Who​ ​wants​ ​to​ ​share​ ​what​ ​they​ ​think​ ​the​ ​main​ ​idea
is?​ ​ ​Correct!​ ​Owls​ ​lay​ ​their​ ​eggs​ ​or​ ​nest​ ​in​ ​different
and​ ​hidden​ ​places,​ ​let’s​ ​write​ ​this​ ​in​ ​our​ ​graphic
organizers.

d) Describe​ ​how​ ​the​ ​During​ ​Reading This​ ​during​ ​reading​ ​activity​ ​utilizes​ ​several​ ​strategies
Stopping​ ​Point​ ​#3​​ ​chosen​ ​supports​ ​the working​ ​in​ ​tandem​ ​to​ ​support​ ​the​ ​central​ ​focus​ ​of
comprehension.​ ​ ​First,​ ​the​ ​text​ ​is​ ​read-aloud​ ​through
teaching​ ​and​ ​learning​ ​of​ ​the​ ​stated​ ​Central a​ ​shared​ ​reading​ ​(Holdaway,1979)​ ​so​ ​that​ ​students
Focus​​ ​and​ ​Essential​ ​Literacy​ ​Strategy​​ ​for can​ ​focus​ ​on​ ​listening,​ ​following​ ​along​ ​with​ ​the​ ​text
as​ ​it​ ​is​ ​read-aloud,​ ​and​ ​comprehending​ ​without​ ​the
comprehension​ ​of​ ​text.
cognitive​ ​demand​ ​of​ ​decoding.​ ​The​ ​second​ ​strategy
being​ ​implemented​ ​is​ ​the​ ​use​ ​of​ ​a
“think-aloud”(Davey,​ ​1983)​ ​as​ ​a​ ​means​ ​of​ ​modeling
to​ ​the​ ​students​ ​how​ ​the​ ​teacher​ ​is​ ​thinking​ ​about
the​ ​text,​ ​and​ ​applying​ ​the​ ​Essential​ ​Literacy​ ​Strategy
of​ ​Using​ ​key​ ​details​ ​to​ ​infer​ ​the​ ​main​ ​idea​ ​and
asking​ ​how​ ​the​ ​key​ ​details​ ​connect​ ​and​ ​what​ ​the
author​ ​wants​ ​us​ ​to​ ​know​ ​about​ ​the​ ​text​ ​to​ ​infer​ ​the
main​ ​idea.This​ ​therefore​ ​leads​ ​to​ ​better
comprehension​ ​of​ ​the​ ​text,​ ​which​ ​is​ ​the​ ​Central
Focus​ ​of​ ​the​ ​lesson.The​ ​third​ ​strategy​ ​of​ ​using​ ​a
graphic​ ​organizer​ ​(Manoli​ ​&​ ​Papadopoulou,​ ​2012)​ ​is
a​ ​visual​ ​representation​ ​strategy​ ​that​ ​helps​ ​students
see​ ​the​ ​connections​ ​and​ ​relationships​ ​between​ ​the
key​ ​details​ ​and​ ​main​ ​idea​ ​and​ ​also​ ​allows​ ​them​ ​to
organize​ ​their​ ​ideas​.​ ​ ​Finally,​ ​the​ ​strategies​ ​listed
above​ ​will​ ​allow​ ​for​ ​the​ ​for​ ​all​ ​of​ ​the​ ​parts​ ​of​ ​ ​the
gradual​ ​release​ ​of​ ​responsibility​ ​framework​ ​(Pearson
&​ ​Gallagher,​ ​1983)​ ​to​ ​be​ ​addressed​ ​within​ ​this​ ​last
stopping​ ​point.​ ​The​ ​students​ ​had​ ​more​ ​of​ ​an
opportunity​ ​to​ ​have​ ​guided​ ​support​ ​through
working​ ​with​ ​their​ ​peers,​ ​which​ ​increases​ ​their
ability​ ​to​ ​move​ ​toward​ ​independence.

Section​ ​5:​ ​After​ ​Reading


Question​ ​Prompts Question​ ​Responses
a) Post​ ​Reading​ ​Activity​ ​or​ ​Assessment Assessment​ ​Activity​ ​–​ ​Exit​ ​Ticket​ ​(Fisher​ ​&​ ​Frey,
(include​ ​citation​ ​of​ ​researcher​ ​&​ ​year​ ​from 2004)
the​ ​resources​ ​provided​ ​in​ ​class)​ ​ ​You​ ​MUST
do​ ​an​ ​After​ ​Reading​ ​Assessment,​ ​you​ ​MAY
ALSO​ ​choose​ ​to​ ​do​ ​an​ ​After​ ​Reading​ ​Activity
b) Describe​ ​how​ ​the​ ​Post-reading​ ​Activity We​ ​did​ ​not​ ​do​ ​an​ ​after​ ​reading​ ​activity.
chosen​ ​supports​ ​the​ ​teaching​ ​and​ ​learning
of​ ​the​ ​stated​ ​Central​ ​Focus​​ ​and​ ​Essential
Literacy​ ​Strategy​​ ​for​ ​comprehension​ ​of
text.​ ​ ​If​ ​you​ ​choose​ ​not​ ​to​ ​utilize​ ​an​ ​after
reading​ ​activity,​ ​then​ ​you​ ​do​ ​not​ ​need​ ​to
complete​ ​this​ ​prompt.
c) Explain​ ​how​ ​the​ ​Post-reading​ ​Assessment After​ ​Reading​ ​Assessment​ ​Activity​ ​–​ ​Exit​ ​Ticket
chosen​ ​assesses​​ ​the​ ​teaching​ ​and​ ​learning (Fisher​ ​&​ ​Frey,​ ​2004)​:​ ​ ​The​ ​exit​ ​ticket​ ​supports​ ​the
Central​ ​Focus​ ​of​ ​Comprehension​ ​because​ ​exit​ ​slips
of​ ​the​ ​stated​ ​Central​ ​Focus​​ ​and​ ​Essential
have​ ​been​ ​shown​ ​to​ ​provide​ ​teachers​ ​with​ ​quick
Literacy​ ​Strategy​​ ​for​ ​comprehension​ ​of informal​ ​assessments​ ​of​ ​individual​ ​student
text.​ ​MUST​ ​do​ ​an​ ​After​ ​Reading​ ​Assessment, understanding​ ​and​ ​comprehension​ ​of​ ​the​ ​lesson
you​ ​MAY​ ​ALSO​ ​choose​ ​to​ ​do​ ​an​ ​After​ ​Reading presented
Activity (​http://www.readingrockets.org/strategies/exit_slips
).​ ​The​ ​exit​ ​ticket​ ​will​ ​show​ ​the​ ​level​ ​of​ ​understanding
each​ ​student​ ​has​ ​about​ ​finding​ ​a​ ​main​ ​idea​ ​and​ ​the
level​ ​of​ ​understanding​ ​each​ ​student​ ​has​ ​about​ ​the
chunk​ ​of​ ​new​ ​text​ ​they​ ​have​ ​read.​ ​ ​It​ ​will​ ​allow
students​ ​to​ ​independently​ ​try​ ​the​ ​strategy​ ​out​ ​for
themselves.
The​ ​exit​ ​ticket​ ​supports​ ​the​ ​teaching​ ​and​ ​learning​ ​of
the​ ​Essential​ ​Literacy​ ​Strategy​ ​because​ ​students​ ​will
need​ ​to​ ​enact/apply​ ​the​ ​strategy​ ​of​ ​finding​ ​the​ ​main
idea​ ​to​ ​a​ ​new​ ​chunk​ ​of​ ​text,​ ​thereby​ ​demonstrating
their​ ​level​ ​of​ ​competence​ ​with​ ​the​ ​strategy.
It​ ​also​ ​assesses​ ​the​ ​students​ ​on​ ​their​ ​ability​ ​to​ ​ask
themselves​ ​the​ ​questions​ ​utilized​ ​in​ ​the​ ​strategy.
d) Include​ ​a​ ​copy​ ​of​ ​the​ ​“blank”​ ​and​ ​“completed”​ ​After​ ​Reading​ ​Assessment​​ ​&/or​ ​Post
Reading​ ​Activity​​ ​and​ ​the​ ​directions​ ​for​ ​the​ ​activity​ ​in​ ​the​ ​space​ ​below:​ ​(​MUST​ ​do​ ​an​ ​After
Reading​ ​Assessment,​ ​you​ ​MAY​ ​ALSO​ ​choose​ ​to​ ​do​ ​an​ ​After​ ​Reading​ ​Activity)

Post​ ​assessment:​ ​Exit​ ​ticket


Directions:
1. Read​ ​the​ ​whole​ ​paragraph.
2. Read​ l​ ine​ ​by​ ​line​ ​looking​ ​for​ ​key​ ​details,Identify​ ​the​ ​important​ ​questions​ ​we​ ​used​ ​in​ ​class​ ​to​ ​help​ ​you
and​ ​fill​ ​in​ ​the​ ​graphic​ ​organizer.
3. Identify​ ​the​ ​questions​ ​we​ ​can​ ​ask​ ​ourselves​ ​and​ ​find​ ​the​ ​main​ ​idea​ ​of​ ​the​ ​passage​ ​and​ ​fill​ ​in​ ​the
graphic​ ​organizer.
What​ ​question(s)​ ​could​ ​you​ ​ask​ ​yourself​ ​to​ ​find​ ​the​ ​key​ ​details?

What​ ​question(s)​ ​could​ ​you​ ​ask​ ​yourself​ ​to​ ​find​ ​the​ ​key​ ​details?
What​ ​question(s)​ ​could​ ​you​ ​ask​ ​yourself​ ​to​ ​find​ ​the​ ​key​ ​details?
What​ ​is​ ​the​ ​most​ ​important​ ​about​ ​this​ ​sentence?​ ​What​ ​does​ ​the​ ​author​ ​want​ ​us​ ​to​ ​know?
What​ ​question(s)​ ​could​ ​you​ ​ask​ ​yourself​ ​to​ ​find​ ​the​ ​key​ ​details?
How​ ​do​ ​the​ ​details​ ​connect​ ​to​ ​one​ ​another?

e) Develop​ ​&​ ​Include​ ​a​ ​copy​ ​of​ ​the​ ​assessment​ ​checklist​ ​that​ ​you​ ​will​ ​use​ ​to​ ​assess​ ​the​ ​level
of​ ​student​ ​learning​ ​demonstrated​ ​in​ ​the​ ​Post-Reading​ ​Assessment​​ ​in​ ​the​ ​space​ ​below:
Exit​ ​Ticket​ ​Assessment​ ​Checklist​ ​Day​ ​two
Was​ ​the​ ​student​ ​able​ ​to: Y N

Correctly​ ​locate​ ​all​ ​4​ ​key​ ​details​ ​from​ ​the​ ​text

​ ​ ​ ​ ​ ​ ​ ​ ​ ​If​ ​not,​ ​how​ ​many?

Has​ ​a​ ​clear​ ​and​ ​connecting​ ​main​ ​idea

​ ​Correctly​ ​identify​ ​question(s)​ ​for​ ​Key​ ​Details

Correctly​ ​identify​ ​question(s)​ ​for​ ​Main​ ​Idea

Proficient?​ ​Both​ ​details​ ​and​ ​main​ ​idea​ ​coincide;​ ​correct​ ​questions​ ​are
identified

Developing?​ ​Can​ ​find​ ​some​ ​parts;​ ​and​ ​can/can’t​ ​identify​ ​questions

KDQ MIQ KD MI

Area​ ​of​ ​weakness

KEY:​ ​KD​ ​(key​ ​details);​ ​ ​MI(main​ ​Idea);​ ​KDQ(key​ ​detail​ ​question);​ ​MIQ​ ​(Main​ ​idea
question)

f) Describe​ ​with​ ​sufficient​ ​details,​ ​what​ ​your​ ​next​ ​instructional​ ​steps​ ​will​ ​be​ ​for​ ​each​ ​of​ ​the
following​ ​groups​ ​of​ ​students​ ​based​ ​upon​ ​the​ ​results​ ​of​ ​your​ ​assessment​ ​measure:
i. Students​ ​whose​ ​assessment​ ​results​ ​demonstrate​ ​a​ ​strong​ ​need​ ​for​ a​ dditional
instruction​​ ​on​ ​the​ ​essential​ ​literacy​ ​strategy​.

i.​ ​For​ ​those​ ​students​ ​who​ ​demonstrated​ ​difficulty​ ​with​ ​determining​ ​the​ ​key​ ​details,​ ​in​ ​a​ ​small​ ​group
mini-lesson​ ​we​ ​will​ ​go​ ​over​ ​the​ ​same​ ​passages​ ​and​ ​prompt​ ​the​ ​students​ ​with​ ​questions:​ ​“What​ ​is​ ​a
key​ ​detail?​ ​What​ ​does​ ​a​ ​key​ ​detail​ ​tell​ ​us?​ ​Why​ ​are​ ​key​ ​details​ ​important?​ ​Do​ ​key​ ​details​ ​always​ ​have
to​ ​connect?​ ​What​ ​does​ ​it​ ​tell​ ​us​ ​when​ ​they​ ​do?​ ​Then​ ​after​ ​conceptualizing​ ​the​ ​idea,​ ​we​ ​could​ ​give
them​ ​new​ ​passages​ ​and​ ​have​ ​them​ ​use​ ​a​ ​highlighter​ ​to​ ​visually​ ​make​ ​the​ ​details​ ​apparent​ ​before​ ​they
put​ ​them​ ​into​ ​the​ ​graphic​ ​organizer.​ ​ ​We​ ​could​ ​ask​ ​the​ ​what​ ​the​ ​graphic​ ​organizer​ ​shows​ ​us.​ ​We
would​ ​want​ ​them​ ​to​ ​understand​ ​that​ ​all​ ​of​ ​the​ ​details​ ​connect​ ​with​ ​one​ ​another​ ​to​ ​help​ ​understand
what​ ​the​ ​author​ ​wrote​ ​about.​ ​Therefore,​ ​this​ ​tells​ ​us​ ​the​ ​main​ ​idea.

ii.​ ​For​ ​those​ ​students​ ​who​ ​demonstrated​ ​difficulty​ ​inferring​ ​the​ ​main​ ​idea,​ ​in​ ​a​ ​small​ ​group​ ​mini-lesson
​​

we​ ​will​ ​use​ ​the​ ​same​ ​concept​ ​as​ ​our​ ​pre-activity​ ​to​ ​have​ ​the​ ​developing​ ​students​ ​work​ ​together​ ​and
determine​ ​the​ ​main​ ​idea.​ ​ ​We​ ​will​ ​scaffold​ ​their​ ​discussions​ ​and​ ​prompt​ ​them,​ ​reminding​ ​them​ ​what
question​ ​to​ ​stop​ ​and​ ​ask​ ​to​ ​figure​ ​out​ ​what​ ​the​ ​main​ ​idea​ ​is.​ ​ ​We​ ​will​ ​also​ ​go​ ​over​ ​how​ ​key​ ​details​ ​are
connected​ ​and​ ​ask​ ​them​ ​questions​ ​like​​ ​“What​ ​is​ ​a​ ​key​ ​detail?​ ​What​ ​does​ ​a​ ​key​ ​detail​ ​tell​ ​us?​ ​Why​ ​are
key​ ​details​ ​important?​ ​Do​ ​key​ ​details​ ​always​ ​have​ ​to​ ​connect?​ ​What​ ​does​ ​it​ ​tell​ ​us​ ​when​ ​they​ ​do?”.
We​ ​could​ ​enhance​ ​this​ ​by​ ​creating​ ​a​ ​sheet​ ​where​ ​the​ ​students​ ​have​ ​to​ ​match​ ​the​ ​main​ ​idea​ ​to​ ​the
correct​ ​set​ ​of​ ​key​ ​details,​ ​so​ ​they​ ​can​ ​see​ ​examples​ ​of​ ​main​ ​ideas​ ​and​ ​key​ ​details​ ​together.​ ​By
matching​ ​them,​ ​they​ ​will​ ​make​ ​the​ ​connections​ ​to​ ​why​ ​those​ ​relationships​ ​make​ ​sense.

iii.​ ​For​ ​those​ ​students​ ​who​ ​demonstrated​ ​difficulty​ ​identifying​ ​the​ ​strategy​ ​questions​ ​to​ ​ask
themselves​ ​to​ ​figure​ ​out​ ​key​ ​details​ ​and​ ​main​ ​idea,​ ​in​ ​a​ ​small​ ​group​ ​mini​ ​lesson​ ​we​ ​will​ ​provide​ ​the
students​ ​with​ ​more​ ​review​ ​and​ ​practice​ ​recalling​ ​and​ ​using​ ​the​ ​questions.​ ​Students​ ​who​ ​could​ ​not
identify​ ​the​ ​question(s)​ ​for​ ​determining​ ​key​ ​details​ ​can​ ​receive​ ​the​ ​same​ ​instruction​ ​as​ ​those​ ​students
who​ ​had​ ​difficulty​ ​determining​ ​key​ ​details,​ ​as​ ​these​ ​students​ ​likely​ ​struggled​ ​in​ ​this​ ​area​ ​of​ ​the
assessment​ ​as​ ​well.​ ​Likewise,​ ​students​ ​who​ ​could​ ​not​ ​identify​ ​the​ ​question(s)​ ​for​ ​determining​ ​the
main​ ​idea​ ​can​ ​receive​ ​the​ ​same​ ​instruction​ ​as​ ​those​ ​students​ ​who​ ​had​ ​difficulty​ ​determining​ ​the​ ​main
idea.​ ​Additionally,​ ​students​ ​can​ ​be​ ​given​ ​a​ ​reference​ ​sheet​ ​with​ ​the​ ​questions​ ​listed​ ​to​ ​help​ ​them​ ​recall
and​ ​use​ ​the​ ​strategy​ ​questions​ ​to​ ​guide​ ​them​ ​moving​ ​forward.
ii. Students​ ​whose​ ​assessment​ ​results​ ​demonstrate​ ​a​ ​strong​ ​need​ ​for​ a​ dvanced
instruction​​ ​on​ ​the​ ​essential​ ​literacy​ ​strategy​.
i. For​ ​students​ ​who​ ​demonstrated​ ​a​ ​high​ ​level​ ​of​ ​proficiency​ ​with​ ​the​ ​Essential​ ​Learning
Strategy​ ​with​ ​this​ ​short​ ​text,​ ​in​ ​the​ ​context​ ​of​ ​a​ ​small​ ​group​ ​mini-lesson​ ​we​ ​will​ ​introduce
how​ ​to​ ​utilize​ ​the​ ​Essential​ ​Literacy​ ​Strategy​ ​with​ ​longer,​ ​more​ ​complex​ ​pieces​ ​of​ ​text.
Additionally,​ ​we​ ​will​ ​also​ ​introduce​ ​to​ ​this​ ​group​ ​how​ ​not​ ​every​ ​sentence​ ​has​ ​important
information​ ​that​ ​ties​ ​into​ ​the​ ​main​ ​idea​ ​and​ ​it​ ​can​ ​be​ ​more​ ​hidden​ ​throughout​ ​the​ ​text.​ ​We
can​ ​supplement​ ​their​ ​instruction​ ​with​ ​a​ ​matching​ ​activity​ ​ ​from​ ​the​ ​key​ ​details​ ​to​ ​the​ ​main
idea.