Strategy-Based Comprehension Instruction Lesson Plan

Strategy 9.5
Comprehension Purpose: For students to learn through recalling and gathering facts so that they are able to summarize the text
that they’ve read.
Name: Kylie Boruszewski Grade Level: 5th Grade
Target Content/Lesson Topic: Reading Comprehension: Gathering facts from informational text Date: 11/06/20

Planning
Essential Question How can we organize and summarize facts from nonfiction text in order to recall what we’ve
What is the essential question that this learned?
lesson addresses? What is the core
purpose of the lesson that includes the
strategies and skills necessary to
accomplish the deeper learning in the
standard? How does this lesson fit into
the larger unit of study?
State Learning Standards CCSS.ELA-LITERACY.CCRA.R.2
Identify relevant grade level standards Determine central ideas or themes of a text and analyze their development; summarize the key
and Learning Outcomes from the State
supporting details and ideas.
Content Learning Standards, Common
Core Standards, and school learning
outcomes. CCSS.ELA-LITERACY.CCRA.R.10
Read and comprehend complex literary and informational texts independently and proficiently.

Learning Targets/Objectives Students will be able to…

What should the students know or be
able to do after the instruction? Use a
common format with a measurable verb
that matches the cognitive domain
standard. This should be a small piece of
the standard stated in measurable
terms.
Grouping
Describe how and why students will be
- Organize information from nonfiction text to summarize what they’ve read.
- Pause during reading to gather facts from nonfiction text.
I can…
- Organize facts from the text to summarize what I’ve read.
- Pause and gather what I know while reading nonfiction text.
The students will be working within a whole group for a majority of the lesson. They will work
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 divided into groups, if applicable independently during close reading, using the strategy, and the post-reading activity. The purpose for
(homogeneous, heterogenous, random / independent work is to encourage individual sense-making and to have the students use their own
based on ability, interest, social
purposes, etc.)
thoughts, ideas, and comprehension for the post-reading activity.
Co-Teaching Strategy
How did you collaborate with your co- Co-Teaching Strategy
teacher to plan, instruct, and assess N/A
learning? What Co-Teaching Model will
you employ?
-One Teach, One Observe
-One Teach, One Assist
-Station Teaching
-Parallel Teaching
-Supplemental
-Alternative (Differentiated)
-Team Teaching

Differentiation
Respond to your students’ needs and
adjust the content, process, product,
and/or environment to reach individual
learners based on their readiness,
interests, and learning preferences
(Tomlinson, 2014). Discuss planned
supports here.
Content:
- Content can be provided in an alternative form depending on individual student needs – if
they need a digital copy of the text, rather than print, that can be provided for them; as well as
the graphic organizer.
o Honey to the Bee is also available in a less complex version for readers who may be at a
different reading level and need the accommodation.

- The text could also be read to students via an audible version of the text through headphones,
rather than silent independent reading.

- For ELLs, the text should be adapted as necessary: transferred to their L1 OR should be
provided in a bilingual version if available. Personal dictionaries should be used for tricky
words (bilingual adaption as well).

Process/Product:

- The teacher could provide the graphic organizer in digital format to accommodate for
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Formative Assessment
How will you monitor student learning
throughout the lesson? Be specific
about how your chosen assessments
connect with the objectives above.
Does your formative assessment
have/need evaluation criteria? If so,
attach a copy of your evaluation criteria.
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individual needs so that they can complete on a computer if they need to (rather than
writing).
- If a student is not able to write, the teacher should set it up so that the student is able to
speak-to-text their thoughts so that the computer “writes” for them on the digital version of
the graphic organizer OR sit with the student to help them write their thoughts.
- The teacher could also allow for the student(s) to draw out their thinking/facts, rather than
writing their thoughts through words if they’re unable to do so.
- The teacher could also modify the amount of facts for the student(s) to write down on the
graphic organizer in the circumstance that 5 would be too complex (adapt to 2 or 3). This
could apply for ELLs as well.
Environment:
- For students who need audible accommodations, the text passage features an audible reading
which could be provided as well as headphones so that the student is able to focus on the text.
For students who need visual accommodations, the teacher could try to provide pictures to go
along with the passage so that the student is able to picture the story better.
- The teacher should also allow for the students to sit where they’re most comfortable in the
classroom (flexible seating) for better focus during work time.
Assessment
The formative assessment for this lesson will be using the graphic organizers and summaries to see if
the students were able to comprehend the text and turn their sense-making and the facts into a
thorough summary of the text. By evaluating both the graphic organizer and their written
summaries, the teacher is able to determine the level of comprehension of informational text, and
whether the students understood how to use the graphic organizer by writing down the important
facts to support their comprehension. Although there is no “right” or “wrong” sense making of the
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Summative Assessment
How will students demonstrate mastery
of the standard? Note: This assessment
does not have to occur during/after this
lesson but in upcoming lessons.
Evaluation Criteria
What material(s) will you use to
evaluate learning? Please attach a copy
of your checklist, rubric, observation
criteria, or other measure.
Describe the presentation of the overall
lesson.
Introduction and Connection to
Previous Learning
● Anticipatory Activity (Hook)
● Activate prior knowledge.
● Be sure students understand
procedures and instructions for
lesson.
● Establish clear expectations.
● Model concept
The Introduction, During, and Wrap-up
groupings/ instruction/ lesson
progression might look different!
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text (summaries), the teacher should look for students who didn’t quite understand the gist of the
text (the important facts). This will let the teacher know where he/she needs to reteach, whether
the students need practice the strategy more to support their comprehension, or whether to move on
to the next strategy. If the students are making connections from their facts to their summaries, then
they have a good foundational understanding of how to use the strategy.
The purpose of the lesson overall is to help students learn through recalling and gathering facts so
that they are able to summarize the text that they’ve read. By gathering the facts, they’re visually
organizing the important information that they’re reading. They’re noticing, recalling what they’ve
learned, and using this to summarize the text that they’ve just read. The students will show that
they’ve accomplished the learning goals by being able to (accurately) recall the important
information of the text and create a summary of the text – this should be evaluated in their written
summaries. The teacher should also notice the facts that the students recorded and how they
connected to their summary. If the connection is poor or if they didn’t seem to make sense of the text,
the teacher should use this as a performance indicator of needing more support with the strategy to
be able to build comprehension.
Procedures (Teacher[s] will…, Students will…)
Introduction:
 To being the lesson, the teacher will have the students first gather and sit on the carpet  reminding
them of the carpet expectations:
o Eyes should be looking, ears should be listening, facing forward, criss-cross applesauce, hands
in your lap, and bodies are still.
 The teacher will then introduce the lesson by explaining that the students will be reading with the
purpose of learning new information, and they will be learning a strategy on how to pause during
reading and gather the new information (or facts) to recall what they’ve learned.
 The teacher will begin to activate prior knowledge:
o The teacher will ask the students why it’s important to stop during reading and recall what
they just read. The teacher should listen to a few students’ thinking and continue.
o The teacher will elaborate on their interpretations of why it’s important, and connect to this
new strategy when reading nonfiction text:
 It gives them an opportunity to think about what the text is saying.
 It allows them to keep track of the facts and ideas in the text.
 It allows them to gather what they know and write it down to recall later.
Mini-Lesson:
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During (Lesson Progression)
In this portion of the lesson, you will be
letting go and letting students engage in
productive struggle; engaging in gradual
release, inquiry, or other learning
methods. Please write what you are
looking for in terms of:
● Students’ thinking and how they
will start the lesson
● Provide appropriate support
(not explaining how to do it)
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 The teacher will then show the students the visual he/she has created (that looks similar/identical to
the visual on Pg 254)
o The teacher will explain that in nonfiction text, there are usually quite a bit of facts and it’s
important that we don’t just zoom past them. Instead, we should pause, write down the fact if
you think it’s important to the text by either using your own words or using almost the same
words of the author.
o The teacher will then point to the “fact” tear drops and explain that they should keep track of
the facts in the text and gather them up. We used gathered facts to understand what the author
would like us to know, we then use these facts to summarize and recall what we’ve read. We’ll
be using the facts from out reading in order to learn about the topic the text is about so then we
can summarize what we’ve read (pointing to the bucket).
 The teacher will then hand out a copy of the Hurricanes text so that the class can read an example text
together. They will first read the text together, pausing at an important fact, and then recording in on
the easel pad (anchor chart paper). Once they get through with the reading, the teacher will gather a
few students’ thoughts of what they learned in the story overall (briefly). The teacher should then
explain that this is exactly what they will be doing as they read their nonfiction text (independently).
 The teacher should check for understanding and clarify any confusion and answering any questions
about what’s expected. Once the teacher feels that the students understand the process of the strategy,
practicing one more example if they don’t, they will move on to quickly go over the graphic organizer.
The teacher should explain and show how the graphic organizer they will be completing for the
reading.
 Then, the students will be given the directions to complete the reading and graphic organizer on their
own – once they’re done reading, they should go back and reread.
 Release the students to go back to their seats to read the story – everyone should have the Honey to the
Bee reading and the Gather The Facts graphic organizer at their desks.
Independent Reading (Using the Graphic Organizer as support):
 Before the class begins reading, the teacher should point out the tricky words in the text and tell the
students to use what they know to understand the tricky words, and the pay attention to what’s
happening around the words.
 As the students independently read, the teacher should be monitoring understanding. Notice the
students who are struggling with both the reading and using the strategy, and reexplain the strategy
when needed.
o The teacher should prompt struggling students with questions such as:
 List the facts you remember so far.
 What did you learn in this part?
 ● Provide worthwhile extensions.
● Provide opportunities for
students to engage in using the
academic language.
This is where you will be suggesting or
modeling specific strategies and
helping students choose which strategy
makes sense to them. However, you
must make sure ideas come from
students.
Wrap-Up and Extension
This is where you have students talk
about their thinking and share strategies
with the whole class. It’s important to
name strategies and use academic
vocabulary here, extending the lesson to
broader ideas.
● Promote a community of
learners
● Listen actively and probe
thinking without evaluating or
telling them how you would do
it.
Summarize main ideas and identify
future problems that they would be able
to solve using the thinking you have
discussed.
Instructional Materials,
Equipment and Technology
Attach a copy of ALL materials the
teacher and students will use during the
lesson; e.g., handouts, questions to
answer, overheads, PowerPoint slides,
worksheets. List equipment or
technology that needs to be available.
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 List what you remember so far.
 Let’s try to list a few.
 *Reinforce good use of the strategy*
 The teacher should wrap-up once all students are finished with both the reading and graphic
organizer. If time does not allow for the post-reading activity after the intro/mini-lesson/independent
reading, the teacher should do this activity the next day (first reminding the students to review their
facts and briefly discuss what they read to refresh their memory).
 If time allows, the teacher should continue to the post-reading activity in the same period.
Extension (Post-Reading Activity):
 The students will take their facts that they’ve written on their graphic organizer and use what they’ve
interpreted from the text to write a summary of what they learned in their writing notebooks OR on the
back of their graphic organizer (their choice).
o By writing a summary, they’re given an open-ended assessment to transfer what they
comprehended from the text and write down their understanding.
o The teacher will then evaluate the summaries to assess how the students comprehended the text –
did they struggle, or did they make sense of the text? The teacher is not looking for “right” or
“wrong” summaries, but rather that the student was able to go back to their facts and think about
what they learned from the text, and then write down their thoughts as a summary of the passage.
o The teacher should allow for 10-15 minutes (longer if necessary) of writing time.).
 Once done with their summaries, the class will come back as a whole, and will discuss their summaries.
The teacher should have a few students share their summaries to show how they made sense of the text.
o Prompts: What were a few interesting facts you took away from the article? What facts did you
list? How does this relate to your summary?
 Remind them that they should add this strategy to their toolbox, and should continue to use it in every day
reading.
- Easel Pad/Anchor Chart Paper
- Gather Up Facts! Graphic Organizer (created by me)
- Reading passages (sourced from readworks.org) on separate document
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