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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:​ ​Michelle​ ​Karwowski​ ​and​ ​Emily​ ​Klotz

Theme:​ ​Owls

Grade​ ​Level:​ ​3

Day​ ​3
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​ ​3​ ​supports​ ​the​ ​teaching
supports​ ​the​ ​teaching​ ​&​ ​learning​ ​of​ ​the and​ ​learning​ ​of​ ​the​ ​Central​ ​Focus​ ​and​ ​Essential
stated​ ​Central​ ​Focus​​ ​and​ ​Essential literacy​ ​strategy​ ​in​ ​the​ ​following​ ​ways.​ ​ ​First,
Literacy​ ​Strategy​​ ​for​ ​comprehension​ ​of this​ ​text​ ​is​ ​relatively​ ​short​ ​and​ ​broken​ ​up​ ​into
text. 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​ ​individual
practice.​ ​This​ ​makes​ ​the​ ​text​ ​well​ ​suited​ ​for
practice​ ​during​ ​the​ ​lesson​ ​for​ ​the​ ​third​ ​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​ ​throughout​ ​day​ ​3.​ ​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​ ​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​ ​and​ ​be​ ​able​ ​to​ ​individually
practice​ ​in​ ​this​ ​closing​ ​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​ ​less​ ​support​ ​to
challenge​ ​and​ ​release​ ​responsibility​ ​to​ ​students
so​ ​they​ ​can​ ​individually​ ​take​ ​ownership​ ​of
inferring​ ​the​ ​main​ ​idea.
b) Describe​​ ​with​ ​detail,​ ​your​ ​reasoning The​ ​following​ ​reasons​ ​influenced​ ​my​ ​decision​ ​to
behind​ ​utilizing​ ​this​ ​text​ ​as​ ​the​ ​first, utilize​ ​this​ ​text​ ​for​ ​the​ ​closing​ ​lesson.​ ​First,​ ​this
second​ ​or​ ​third​ ​text​ ​in​ ​the​ ​three-day text​ ​is​ ​relatively​ ​short​ ​and​ ​broken​ ​up​ ​into
sequence.​ ​ ​Make​ ​sure​ ​that​ ​you​ ​are​ ​clear. 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​ ​and​ ​models​ ​the​ ​previously​ ​scaffolded​ ​day.
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​ ​and​ ​ownership.
Keeping​ ​the​ ​text​ ​consistent​ ​allows​ ​students​ ​to
apply​ ​the​ ​strategies​ ​from​ ​day​ ​1​ ​and​ ​2​ ​in​ ​an
increasingly​ ​independent​ ​way.
​ ​Therefore,​ ​using​ ​this​ ​text​ ​as​ ​the​ ​closing​ ​text
allows​ ​for​ ​effective​ ​guided​ ​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​ ​this​ ​lesson.​ ​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 KWL​ ​Chart​ ​(Tompkins​ ​2013)
researcher​ ​&​ ​year​ ​from​ ​the​ ​resources
provided​ ​in​ ​class)
b) Describe​ ​how​ ​the​ ​Pre-reading​ ​Activity The​ ​use​ ​of​ ​the​ ​pre-reading​ ​activity​ ​KWL​ ​chart
chosen​ ​supports​ ​the​ ​teaching​ ​and​ ​learning supports​ ​the​ ​central​ ​focus​ ​of​ ​comprehension​ ​in
of​ ​the​ ​stated​ ​Central​ ​Focus​​ ​and​ ​Essential the​ ​following​ ​ways.​ ​The​ ​class​ ​will​ ​fill​ ​out​ ​the​ ​“K”
Literacy​ ​Strategy​​ ​for​ ​comprehension​ ​of and​ ​“W”​ ​columns​ ​of​ ​the​ ​chart​ ​together​ ​for​ ​the
text. pre-reading​ ​activity.​ ​The​ ​“K”​ ​portion​ ​of​ ​the
chart,​ ​or​ ​“what​ ​we​ ​know”​ ​asks​ ​students​ ​to
review​ ​and​ ​recall​ ​what​ ​they​ ​have​ ​learned​ ​about
owls​ ​over​ ​the​ ​past​ ​two​ ​days​ ​of​ ​instruction.​ ​This
connects​ ​to​ ​comprehension​ ​because​ ​if​ ​students
can​ ​recall​ ​key​ ​details​ ​and​ ​main​ ​ideas​ ​about​ ​owls,
it​ ​shows​ ​that​ ​they​ ​understand​ ​the​ ​text.​ ​The​ ​“W”
column​ ​of​ ​the​ ​chart,​ ​or​ ​“what​ ​we​ ​want​ ​to​ ​learn”
will​ ​scaffold​ ​students​ ​to​ ​ask​ ​questions,​ ​think
about,​ ​and​ ​predict​ ​what​ ​else​ ​they​ ​may​ ​learn
about​ ​owls.​ ​The​ ​“L”​ ​column​ ​of​ ​the​ ​chart​ ​will​ ​be
completed​ ​at​ ​the​ ​end​ ​of​ ​the​ ​the​ ​think​ ​aloud​ ​as
the​ ​post-reading​ ​activity​ ​to​ ​help​ ​students
summarize​ ​what​ ​they​ ​have​ ​learned​ ​about​ ​owls
from​ ​day​ ​three,​ ​showing​ ​what​ ​the​ ​students​ ​have
comprehended​ ​from​ ​the​ ​text.​ ​The​ ​KWL​ ​chart
also​ ​supports​ ​the​ ​Essential​ ​Literacy​ ​strategy
because​ ​it​ ​gives​ ​students​ ​the​ ​opportunity​ ​to
think​ ​about​ ​how​ ​the​ ​main​ ​ideas​ ​they​ ​have
inferred​ ​from​ ​the​ ​text​ ​over​ ​the​ ​past​ ​two​ ​days
help​ ​them​ ​to​ ​gather​ ​important​ ​information
about​ ​what​ ​they​ ​have​ ​read​ ​in​ ​a​ ​succinct​ ​way.
c) Include​ ​a​ ​copy​ ​of​ ​the​ ​Pre-reading​ ​Activity​​ ​and​ ​the​ ​directions​ ​for​ ​the​ ​activity​ ​in​ ​the​ ​space
below:
Directions:​ ​Teacher​ ​puts​ ​KWL​ ​chart​ ​on​ ​the​ ​Smartboard.​ ​As​ ​a​ ​class,​ ​write​ ​in​ ​the​ ​“K”​ ​and​ ​the​ ​“W”
part​ ​to​ ​review​ ​what​ ​was​ ​comprehended​ ​in​ ​the​ ​last​ ​two​ ​days.
What​ ​you​ ​KNOW What​ ​you​ ​WANT​ ​to​ ​KNOW What​ ​you​ ​LEARNED
-Owls​ ​are​ ​protective​ ​of​ ​their -I​ ​want​ ​to​ ​know:
homes (examples)
-baby​ ​owls​ ​are​ ​called​ ​owlets -where​ ​and​ ​how​ ​can​ ​I​ ​find​ ​an
-owlets​ ​rely​ ​on​ ​their​ ​parents owl?
for​ ​food -Are​ ​owls​ ​nocturnal?
-owls​ ​have​ ​feathers -how​ ​long​ ​to​ ​owls​ ​live?
-owls​ ​live​ ​in​ ​cities,​ ​prairies -what​ ​do​ ​owls​ ​eat?
etc./
-owls​ ​learn​ ​to​ ​fly​ ​with​ ​their
parents​ ​help
-owlets​ ​practice​ ​flying​ ​and
hunting
-there​ ​are​ ​many​ ​types​ ​of​ ​owls
-owls​ ​have​ ​huge​ ​eyes
-owls​ ​necks​ ​turn​ ​all​ ​the​ ​way
around

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​ ​modeling
#​ ​ ​What​ ​are​ ​YOU​ ​doing​ ​at​ ​this​ ​stopping through​ ​a​ ​Think-aloud​ ​(Davey,​ ​1983);​ ​Gradual
point?​(include​ ​citation​ ​of​ ​researcher​ ​& Release​ ​of​ ​Responsibility​ ​(Pearson​ ​&​ ​Gallagher,
year​ ​from​ ​the​ ​resources​ ​provided​ ​in​ ​class) 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:​ ​Hello,​ ​third​ ​graders!​ ​We​ ​have​ ​been
“​Teacher​ ​Talk”-​ ​what​ ​will​ ​you​ ​actually​ ​say talking​ ​a​ ​lot​ ​about​ ​Owls​ ​and​ ​the​ ​strategies​ ​we​ ​use​ ​to
infer​ ​the​ ​main​ ​idea.​ ​Today,​ ​you​ ​will​ ​have​ ​the​ ​opportunity
in​ ​this​ ​instructional​ ​stopping​ ​point.
to​ ​work​ ​with​ ​a​ ​partner​ ​and​ ​take​ ​ownership​ ​of​ ​these
Provide​ ​your​ ​“think-aloud”​ ​verbiage​ ​and/or strategies.​ ​ ​So,​ ​before​ ​we​ ​start,​ ​I​ ​just​ ​want​ ​to​ ​remind
the​ ​directions​ ​to​ ​implement​ ​the​ ​indicated you​ ​all​ ​of​ ​the​ ​steps​ ​for​ ​inferring​ ​the​ ​main​ ​idea.​ ​The​ ​first
during​ ​reading​ ​activity.​ ​ ​Be​ ​detailed!​ ​ ​I step​ ​is​ ​to​ ​read​ ​the​ ​entire​ ​paragraph.​ ​ ​What​ ​is​ ​the​ ​next
should​ ​be​ ​able​ ​to​ ​visualize​ ​the​ ​lesson. step?​ ​Yes,​ ​the​ ​next​ ​step​ ​is​ ​to​ ​read​ ​line​ ​by​ ​line​ ​to
determine​ ​the​ ​key​ ​details.​ ​ ​Who​ ​wants​ ​to​ ​give​ ​me​ ​the
next​ ​step?​ ​Correct​ ​you​ ​can​ ​use​ ​your​ ​graphic​ ​organizer
to​ ​help​ ​you​ ​keep​ ​track​ ​of​ ​all​ ​your​ ​key​ ​details.​ ​What​ ​are
the​ ​questions​ ​you​ ​ask​ ​to​ ​find​ ​these​ ​key​ ​details?​ ​“What​ ​is
the​ ​most​ ​important​ ​part​ ​about​ ​this​ ​sentence”​ ​or​ ​“What
does​ ​the​ ​author​ ​want​ ​us​ ​to​ ​know​ ​about​ ​this​ ​sentence?”.
After​ ​we​ ​find​ ​our​ ​key​ ​details,​ ​what​ ​are​ ​the​ ​next​ ​steps?
Yes,​ ​we​ ​infer​ ​the​ ​main​ ​idea,​ ​and​ ​how​ ​do​ ​we​ ​do​ ​this?
What​ ​questions​ ​do​ ​we​ ​ask​ ​ourselves?​ ​Exactly,​ ​we​ ​can
infer​ ​the​ ​main​ ​idea​ ​by​ ​asking​ ​ ​“How​ ​do​ ​all​ ​these​ ​key
details​ ​connect​ ​to​ ​one​ ​another?”​ ​Now​ ​that​ ​we​ ​reviewed
this​ ​strategy​ ​let’s​ ​look​ ​at​ ​our​ ​new​ ​section​ ​of​ ​text​ ​and
follow​ ​along​ ​as​ ​I​ ​read.
DIRECTIONS:​ ​Read​ ​aloud​ ​the​ ​whole​ ​paragraph.​ ​Allow
students​ ​to​ ​reread​ ​the​ ​paragraph​ ​with​ ​a​ ​partner​ ​and​ ​fill
in​ ​the​ ​graphic​ ​organizer​ ​provided​ ​above,​ ​listing​ ​the​ ​key
details​ ​as​ ​they​ ​are​ ​identified​ ​and​ ​stating​ ​the​ ​main​ ​idea.
Say​ ​the​ ​following…
Now,​ ​with​ ​your​ ​learning​ ​partners​ ​I​ ​would​ ​like​ ​you​ ​to
remember​ ​our​ ​steps​ ​and​ ​infer​ ​the​ ​main​ ​idea​ ​of​ ​this
passage.​ ​ ​Use​ ​your​ ​graphic​ ​organizer​ ​to​ ​help​ ​you​ ​as​ ​you
fill​ ​out​ ​all​ ​the​ ​parts.​ ​ ​After,​ ​I​ ​will​ ​take​ ​volunteers​ ​to​ ​share
their​ ​thinking​ ​and​ ​how​ ​they​ ​inferred​ ​their​ ​main​ ​idea.
Ok,​ ​who​ ​would​ ​like​ ​to​ ​share​ ​your​ ​graphic​ ​organizer​ ​and
tell​ ​us​ ​how​ ​you​ ​inferred​ ​the​ ​main​ ​idea?​ ​You​ ​will​ ​tell​ ​us
your​ ​main​ ​idea​ ​and​ ​how​ ​you​ ​connected​ ​your​ ​details.
Thank​ ​you​ ​for​ ​volunteering!​ ​Does​ ​everyone​ ​agree​ ​with
this​ ​main​ ​idea?​ ​Okay,​ ​can​ ​you​ ​justify​ ​your​ ​thinking​ ​and
tell​ ​us​ ​why​ ​you​ ​think​ ​your​ ​main​ ​idea​ ​is​ ​correct?​ ​Did
anyone​ ​have​ ​a​ ​different​ ​main​ ​idea?​ ​What​ ​main​ ​idea​ ​did
you​ ​have​ ​instead?​ ​ ​Can​ ​you​ ​justify​ ​your​ ​thinking​ ​and​ ​tell
us​ ​why​ ​you​ ​think​ ​your​ ​main​ ​idea​ ​is​ ​correct?​ ​Group​ ​1,
from​ ​the​ ​other​ ​group’s​ ​thinking​ ​how​ ​do​ ​you​ ​think​ ​you
can​ ​you​ ​modify​ ​your​ ​main​ ​idea​ ​to​ ​make​ ​it​ ​better?​ ​I
agree,​ ​it​ ​seems​ ​you​ ​left​ ​out​ ​one​ ​of​ ​your​ ​details.​ ​It​ ​is
important​ ​to​ ​connect​ ​all​ ​of​ ​the​ ​details​ ​to​ ​infer​ ​the​ ​main
idea.
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
comprehension.​ ​ ​First,​ ​the​ ​text​ ​is​ ​read-aloud​ ​through​ ​a
teaching​ ​and​ ​learning​ ​of​ ​the​ ​stated
shared​ ​reading​ ​(Holdaway,1979)​ ​so​ ​that​ ​students​ ​can
Central​ ​Focus​​ ​and​ ​Essential​ ​Literacy focus​ ​on​ ​listening,​ ​following​ ​along​ ​with​ ​the​ ​text​ ​as​ ​it​ ​is
Strategy​​ ​for​ ​comprehension​ ​of​ ​text. 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​ ​modeling​ ​how​ ​to​ ​think
through​ ​the​ ​strategy​ ​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.​ ​This
stopping​ ​point​ ​focuses​ ​on​ ​key​ ​details​ ​and​ ​the​ ​main​ ​idea
and​ ​how​ ​to​ ​use​ ​these​ ​relationships​ ​to​ ​form​ ​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​.​ ​Finally,​ ​the​ ​strategies​ ​listed​ ​above​ ​will​ ​allow​ ​for
parts​ ​of​ ​ ​the​ ​gradual​ ​release​ ​of​ ​responsibility​ ​framework
(Pearson​ ​&​ ​Gallagher,​ ​1983)​ ​to​ ​be​ ​addressed​ ​within​ ​this
stopping​ ​point.​ ​Collaboration​ ​with​ ​others​ ​allows
students​ ​to​ ​have​ ​some​ ​peer​ ​support​ ​as​ ​they​ ​continue​ ​to
practice​ ​taking​ ​ownership​ ​of​ ​the​ ​steps​ ​to​ ​infer​ ​the​ ​main
idea.
During​ ​Reading​ ​Stopping​ ​Point​ ​#2
a) During​ ​Reading​ ​Stopping​ ​Point​ ​#2​​ ​&​ ​pg. Shared​ ​Reading​ ​(Holdaway,​ ​1979)with​ ​modeling
#.​ ​What​ ​are​ ​YOU​ ​doing​ ​at​ ​this​ ​stopping through​ ​a​ ​Think-aloud​ ​(Davey,​ ​1983);​ ​Gradual
point?​​ ​(include​ ​citation​ ​of​ ​researcher​ ​& Release​ ​of​ ​Responsibility​ ​(Pearson​ ​&​ ​Gallagher,
year​ ​from​ ​the​ ​resources​ ​provided​ ​in​ ​class) 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​ ​individually​ ​this​ ​time
and​ ​fill​ ​in​ ​the​ ​graphic​ ​organizer​ ​provided​ ​above,​ ​listing
this​ ​instructional​ ​stopping​ ​point.​ ​ ​Provide
the​ ​key​ ​details​ ​and​ ​main​ ​idea​ ​as​ ​they​ ​are​ ​identified.​ ​Say
your​ ​“think-aloud”​ ​verbiage​ ​and/or​ ​the the​ ​following…
directions​ ​to​ ​implement​ ​the​ ​indicated TEACHER​ ​TALK:​ ​Listen​ ​and​ ​follow​ ​along​ ​as​ ​I​ ​read​ ​this
during​ ​reading​ ​activity. next​ ​section​ ​of​ ​text.​ ​Now​ ​it’s​ ​your​ ​turn​ ​to​ ​practice​ ​this
again​ ​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​ ​how​ ​you​ ​are
connecting​ ​your​ ​details​ ​to​ ​infer​ ​your​ ​main​ ​idea.​ ​Be​ ​ready
to​ ​show​ ​the​ ​class​ ​your​ ​thinking​ ​and​ ​justify​ ​your​ ​answers.
At​ ​the​ ​end,​ ​I​ ​will​ ​again​ ​ask​ ​some​ ​volunteers​ ​to​ ​share
what​ ​they​ ​found.
Ok,​ ​who​ ​would​ ​like​ ​to​ ​come​ ​up​ ​and​ ​put​ ​their​ ​graphic
organizer​ ​on​ ​the​ ​projector​ ​and​ ​explain​ ​to​ ​the​ ​class​ ​your
thinking​ ​and​ ​how​ ​your​ ​details​ ​connect?​ ​Thank​ ​you​ ​for
volunteering!​ ​Great​ ​ideas,​ ​I​ ​like​ ​how​ ​you​ ​explained​ ​how
you​ ​asked​ ​yourself​ ​how​ ​the​ ​details​ ​were​ ​connected​ ​and
looked​ ​closely​ ​at​ ​each​ ​detail​ ​to​ ​find​ ​their​ ​relationships.​ ​I
think​ ​your​ ​main​ ​idea​ ​reflects​ ​your​ ​justification​ ​well.​ ​Does
everyone​ ​agree​ ​with​ ​this​ ​main​ ​idea?​ ​Great!​ ​I’m​ ​noticing
that​ ​you​ ​all​ ​are​ ​taking​ ​ownership​ ​of​ ​these​ ​strategies.​ ​It
seems​ ​like​ ​we​ ​are​ ​getting​ ​the​ ​hang​ ​of​ ​it!​ ​Are​ ​there​ ​any
parts​ ​of​ ​this​ ​strategy​ ​that​ ​we​ ​need​ ​to​ ​go​ ​over​ ​again?
What​ ​parts​ ​need​ ​more​ ​clarification?​ ​I’m​ ​glad​ ​you​ ​asked
this.​ ​What​ ​do​ ​we​ ​do​ ​when​ ​we​ ​have​ ​trouble​ ​connecting
the​ ​key​ ​details?​ ​You’re​ ​right​ ​sometimes​ ​that​ ​can​ ​be
hard.​ ​Do​ ​you​ ​remember​ ​on​ ​the​ ​first​ ​day​ ​when​ ​we​ ​were
reading​ ​about​ ​how​ ​owlets​ ​get​ ​their​ ​food?​ ​I​ ​showed​ ​you
how​ ​I​ ​noticed​ ​that​ ​all​ ​the​ ​details​ ​were​ ​talking​ ​about
food.​ ​Looking​ ​for​ ​keywords​ ​helps​ ​us​ ​to​ ​connect​ ​the
details.​ ​Another​ ​way​ ​to​ ​help​ ​connect​ ​the​ ​details​ ​is​ ​by
looking​ ​at​ ​the​ ​relationship​ ​between​ ​them.​ ​Are​ ​there​ ​any
more​ ​questions?​ ​Well,​ ​inferring​ ​the​ ​main​ ​idea​ ​is
important​ ​because​ ​it​ ​helps​ ​us​ ​comprehend​ ​what​ ​the
author’s​ ​purpose​ ​for​ ​writing​ ​is.​ ​This​ ​is​ ​an​ ​important​ ​skill
and​ ​it​ ​will​ ​help​ ​you​ ​as​ ​you​ ​read​ ​more​ ​difficult​ ​texts​ ​as
well​ ​as​ ​when​ ​you’re​ ​reading​ ​on​ ​your​ ​own.​ ​Inferring​ ​the
main​ ​idea​ ​helps​ ​us​ ​determine​ ​what​ ​the​ ​passage​ ​or​ ​story
is​ ​about.

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​ ​a
teaching​ ​and​ ​learning​ ​of​ ​the​ ​stated
shared​ ​reading​ ​(Holdaway,1979)​ ​so​ ​that​ ​students​ ​can
Central​ ​Focus​​ ​and​ ​Essential​ ​Literacy focus​ ​on​ ​listening,​ ​following​ ​along​ ​with​ ​the​ ​text​ ​as​ ​it​ ​is
Strategy​​ ​for​ ​comprehension​ ​of​ ​text. 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.​ T​ he
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​ ​parts​ ​of​ ​ ​the​ ​gradual
release​ ​of​ ​responsibility​ ​framework​ ​(Pearson​ ​&
Gallagher,​ ​1983)​ ​to​ ​be​ ​addressed​ ​within​ ​this​ ​stopping
point.​ ​Individually​ ​completing​ ​this​ ​activity​ ​with​ ​lessened
teacher​ ​support​ ​allows​ ​students​ ​to​ ​continue​ ​to​ ​practice
taking​ ​ownership​ ​of​ ​the​ ​steps​ ​to​ ​infer​ ​the​ ​main​ ​idea.

During​ ​Reading​ ​Stopping​ ​Point​ ​#3


a) During​ ​Reading​ ​Stopping​ ​Point​ ​#3​​ ​&​ ​pg. Shared​ ​Reading​ ​(Holdaway,​ ​1979)with​ ​modeling
#.​ ​What​ ​are​ ​YOU​ ​doing​ ​at​ ​this​ ​stopping through​ ​a​ ​Think-aloud​ ​(Davey,​ ​1983);​ ​Gradual
point?​​ ​(include​ ​citation​ ​of​ ​researcher​ ​& Release​ ​of​ ​Responsibility​ ​(Pearson​ ​&​ ​Gallagher,
year​ ​from​ ​the​ ​resources​ ​provided​ ​in​ ​class) 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,​ ​listing
this​ ​instructional​ ​stopping​ ​point.​ ​ ​Provide
the​ ​key​ ​details​ ​and​ ​main​ ​idea​ ​as​ ​they​ ​are​ ​identified.​ ​Say
your​ ​“think-aloud”​ ​verbiage​ ​and/or​ ​the the​ ​following…
directions​ ​to​ ​implement​ ​the​ ​indicated TEACHER​ ​TALK:​ ​Listen​ ​and​ ​follow​ ​along​ ​as​ ​I​ ​read​ ​this
during​ ​reading​ ​activity. next​ ​section​ ​of​ ​text.​ ​Now​ ​it’s​ ​your​ ​turn​ ​to​ ​practice​ ​this
again​ ​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​ ​how​ ​you​ ​are
connecting​ ​your​ ​details​ ​to​ ​infer​ ​your​ ​main​ ​idea.
Directions:​ ​Students​ ​will​ ​turn​ ​and​ ​talk​ ​with​ ​a​ ​partner​ ​to
justify​ ​their​ ​answers​ ​and​ ​share​ ​their​ ​thinking​ ​about​ ​their
key​ ​details​ ​and​ ​the​ ​main​ ​idea​ ​that​ ​they​ ​came​ ​up​ ​with.
They​ ​will​ ​discuss​ ​why​ ​they​ ​came​ ​to​ ​that​ ​conclusion​ ​as
the​ ​teacher​ ​walks​ ​around​ ​the​ ​room​ ​providing​ ​individual
assistance​ ​and​ ​insightful​ ​feedback.
TEACHER​ ​TALK:​ ​Now,​ ​I​ ​would​ ​like​ ​you​ ​to​ ​turn​ ​and​ ​talk
with​ ​a​ ​partner.​ ​Tell​ ​them​ ​your​ ​main​ ​idea​ ​and​ ​show​ ​your
thinking​ ​through​ ​your​ ​graphic​ ​organizer​ ​to​ ​justify​ ​your
answers.​ ​ ​I​ ​will​ ​be​ ​walking​ ​around​ ​to​ ​provide​ ​support
and​ ​help​ ​guide​ ​your​ ​discussions.
I​ ​notice​ ​you​ ​two​ ​are​ ​having​ ​a​ ​disagreement​ ​with​ ​who’s
main​ ​idea​ ​is​ ​correct.​ ​ ​Try​ ​showing​ ​your​ ​thinking​ ​and
explain​ ​why​ ​you​ ​think​ ​that​ ​way.​ ​ ​Did​ ​you​ ​include​ ​all​ ​of
your​ ​details.​ ​How​ ​did​ ​you​ ​get​ ​to​ ​your​ ​main​ ​idea?​ ​You
may​ ​have​ ​worded​ ​your​ ​main​ ​ideas​ ​differently,​ ​but​ ​do
both​ ​of​ ​your​ ​main​ ​ideas​ ​tie​ ​in​ ​all​ ​of​ ​the​ ​key​ ​details?​ ​If​ ​the
answer​ ​is​ ​yes,​ ​you​ ​can​ ​both​ ​be​ ​right.
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​ ​a
teaching​ ​and​ ​learning​ ​of​ ​the​ ​stated
shared​ ​reading​ ​(Holdaway,1979)​ ​so​ ​that​ ​students​ ​can
Central​ ​Focus​​ ​and​ ​Essential​ ​Literacy focus​ ​on​ ​listening,​ ​following​ ​along​ ​with​ ​the​ ​text​ ​as​ ​it​ ​is
Strategy​​ ​for​ ​comprehension​ ​of​ ​text. 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.​ T​ he
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​ ​parts​ ​of​ ​ ​the​ ​gradual
release​ ​of​ ​responsibility​ ​framework​ ​(Pearson​ ​&
Gallagher,​ ​1983)​ ​to​ ​be​ ​addressed​ ​within​ ​this​ ​stopping
point.​ ​Individually​ ​completing​ ​this​ ​activity​ ​with​ ​lessened
teacher​ ​support​ ​allows​ ​students​ ​to​ ​continue​ ​to​ ​practice
taking​ ​ownership​ ​of​ ​the​ ​steps​ ​to​ ​infer​ ​the​ ​main​ ​idea.

Section​ ​5:​ ​After​ ​Reading


Question​ ​Prompts Question​ ​Responses
a) Post​ ​Reading​ ​Activity​ ​or​ ​Assessment
(include​ ​citation​ ​of​ ​researcher​ ​&​ ​year​ ​from After​ ​Reading​ ​Activity​ ​–​ ​KWL​ ​Chart​ ​(Tompkins​ ​2013)
Assessment​ ​Activity​ ​–​ ​Exit​ ​Ticket​ ​(Fisher​ ​&​ ​Frey,​ ​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 After​ ​Reading​ ​Activity​ ​–​ ​KWL​ ​Chart​ ​(Tompkins​ ​2013):
chosen​ ​supports​ ​the​ ​teaching​ ​and​ ​learning The​ ​KWL​ ​chart​ ​supports​ ​the​ ​Central​ ​Focus​ ​of
Comprehension​ ​because​ ​the​ ​“L”​ ​column​ ​of​ ​the​ ​chart
of​ ​the​ ​stated​ ​Central​ ​Focus​​ ​and​ ​Essential
that​ ​is​ ​completed​ ​as​ ​the​ ​post-reading​ ​activity​ ​helps
Literacy​ ​Strategy​​ ​for​ ​comprehension​ ​of students​ ​summarize​ ​what​ ​they​ ​have​ ​learned​ ​about​ ​owls
text.​ ​ ​If​ ​you​ ​choose​ ​not​ ​to​ ​utilize​ ​an​ ​after
from​ ​day​ ​three,​ ​showing​ ​what​ ​the​ ​students​ ​have
reading​ ​activity,​ ​then​ ​you​ ​do​ ​not​ ​need​ ​tocomprehended​ ​from​ ​the​ ​text.​ ​The​ ​KWL​ ​chart​ ​also
complete​ ​this​ ​prompt. supports​ ​the​ ​Essential​ ​Learning​ ​strategy​ ​because​ ​it​ ​gives
students​ ​the​ ​opportunity​ ​to​ ​think​ ​about​ ​how​ ​the​ ​main
ideas​ ​they​ ​have​ ​inferred​ ​from​ ​the​ ​text​ ​over​ ​the​ ​past​ ​two
days​ ​help​ ​them​ ​to​ ​gather​ ​important​ ​information​ ​about
what​ ​they​ ​have​ ​read​ ​in​ ​a​ ​succinct​ ​way.
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
of​ ​the​ ​stated​ ​Central​ ​Focus​​ ​and​ ​Essential Central​ ​Focus​ ​of​ ​Comprehension​ ​because​ ​exit​ ​slips​ ​have
been​ ​shown​ ​to​ ​provide​ ​teachers​ ​with​ ​quick​ ​informal
Literacy​ ​Strategy​​ ​for​ ​comprehension​ ​of assessments​ ​of​ ​individual​ ​student​ ​understanding​ ​and
text.​ ​MUST​ ​do​ ​an​ ​After​ ​Reading comprehension​ ​of​ ​the​ ​lesson​ ​presented
Assessment,​ ​you​ ​MAY​ ​ALSO​ ​choose​ ​to​ ​do​ ​an (​http://www.readingrockets.org/strategies/exit_slips​).
After​ ​Reading​ ​Activity 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​ ​reading​ ​activity


Directions:​ ​Teacher​ ​puts​ ​KWL​ ​chart​ ​on​ ​the​ ​Smartboard.​ ​As​ ​a​ ​class,​ ​write​ ​in​ ​the​ ​“L”​ ​ ​part​ ​to​ ​see
what​ ​the​ ​children​ ​have​ ​learned​ ​and​ ​comprehended​ ​in​ ​this​ ​lesson​ ​about​ ​owls.
What​ ​you​ ​KNOW What​ ​you​ ​WANT​ ​to​ ​KNOW What​ ​you​ ​LEARNED
-Owls​ ​are​ ​protective​ ​of​ ​their -I​ ​want​ ​to​ ​know: -owls​ ​fly​ ​silently​ ​to​ ​catch​ ​and
homes (examples) look​ ​for​ ​prey
-baby​ ​owls​ ​are​ ​called​ ​owlets -where​ ​and​ ​how​ ​can​ ​I​ ​find​ ​an -people​ ​use​ ​evidence​ ​to​ ​find
-owlets​ ​rely​ ​on​ ​their​ ​parents owl? owls
for​ ​food -Are​ ​owls​ ​nocturnal? -owls​ ​can​ ​fly​ ​long​ ​distances
-owls​ ​have​ ​feathers -how​ ​long​ ​to​ ​owls​ ​live? -owls​ ​choose​ ​to​ ​fly​ ​close​ ​to
-owls​ ​live​ ​in​ ​cities,​ ​prairies -what​ ​do​ ​owls​ ​eat? their​ ​homes
etc./
-owls​ ​learn​ ​to​ ​fly​ ​with​ ​their
parents​ ​help
-owlets​ ​practice​ ​flying​ ​and
hunting
-there​ ​are​ ​many​ ​types​ ​of​ ​owls
-owls​ ​have​ ​huge​ ​eyes
-owls​ ​necks​ ​turn​ ​all​ ​the​ ​way
around

Post​ ​assessment:​ ​Exit​ ​ticket


Directions:
1. After​ ​reading​ ​the​ ​paragraph,​ ​fill​ ​out​ ​your​ ​graphic​ ​organizer​ ​to​ ​infer​ ​the​ ​main​ ​idea​ ​by​ ​connecting​ ​the​ ​key
details.
2. Answer​ ​the​ ​question​ ​following​ ​the​ ​graphic​ ​organizer
Why​ ​is​ ​finding​ ​the​ ​main​ ​idea​ ​important?
Why​ ​is​ ​finding​ ​the​ ​main​ ​idea​ ​important?
-it​ ​helps​ ​us​ ​comprehend​ ​the​ ​story
-it​ ​tells​ ​what​ ​the​ ​author​ ​wants​ ​us​ ​to​ ​know​ ​his​ ​story/passage​ ​is​ ​about
-its​ ​a​ ​strategy​ ​that​ ​helps​ ​us​ ​understand​ ​the​ ​story

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​ ​three
Was​ ​the​ ​student​ ​able​ ​to: Y N

Correctly​ ​locate​ ​all​ ​3​ ​key​ ​details​ ​from​ ​the​ ​text

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

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

Proficient?​ ​Both​ ​details​ ​and​ ​main​ ​idea​ ​coincide

Developing?​ ​Can​ ​find​ ​some​ ​parts


KD MI

Area​ ​of​ ​weakness

KEY:​ ​KD​ ​(key​ ​details);​ ​ ​MI(main​ ​Idea)

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. We​ ​will​ ​use​ ​guided​ ​reading​ ​to​ ​provide​ ​additional​ ​instruction​ ​for​ ​students​ ​who​ ​are​ ​developing
in​ ​both​ ​finding​ ​the​ ​key​ ​details​ ​and​ ​using​ ​them​ ​to​ ​infer​ ​the​ ​main​ ​idea.​ ​ ​We​ ​will​ ​break​ ​down
step-by-step​ ​and​ ​supplement​ ​instruction​ ​with​ ​highlighting,​ ​graphic​ ​organizing​ ​and​ ​one-on-one
scaffolding.​ ​ ​For​ ​students​ ​who​ ​are​ ​still​ ​struggling​ ​with​ ​the​ ​steps​ ​we​ ​have​ ​been​ ​going​ ​over​ ​the
past​ ​few​ ​days,​ ​we​ ​will​ ​further​ ​break​ ​down​ ​our​ ​thinking​ ​and​ ​more​ ​explicitly​ ​explain​ ​strategies
for​ ​connecting​ ​key​ ​details​ ​that​ ​were​ ​briefly​ ​reviewed​ ​in​ ​day​ ​three.
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​ ​on​ ​day​ ​three,​ ​we​ ​will​ ​use​ ​guided​ ​reading​ ​to​ ​help​ ​students​ ​continue​ ​to​ ​practice
utilizing​ ​the​ ​essential​ ​literacy​ ​strategy​ ​with​ ​longer,​ ​more​ ​complex​ ​sections​ ​of​ ​text.
Additionally,​ ​we​ ​will​ ​allow​ ​this​ ​group​ ​to​ ​have​ ​further​ ​practice​ ​with​ ​text​ ​in​ ​which​ ​not​ ​every
sentence​ ​has​ ​important​ ​information​ ​that​ ​ties​ ​into​ ​the​ ​main​ ​idea.​ ​Students​ ​will​ ​move​ ​on​ ​to
crossing​ ​out​ ​details​ ​that​ ​are​ ​not​ ​key​ ​details​ ​(not​ ​important​ ​to​ ​the​ ​main​ ​focus​ ​of​ ​the​ ​text).