Name: Bridget Muns Grade: 4th Date: 1/31/23

Content Area: Reading Unit: Informational Reading, Unit Lesson: 6

3

- Readers gather as much information as possible and fit it all together by

stopping to think.
- “I will be able to gather information as I am reading and fit it together
Learning Target
before reading more.”

Readers determine importance and synthesize when reading informational text.

Standards

Materials - Who Was Rosa Parks

Needed - Reading response journal

 Whole group  Hands-on/ discovery

 Student-centered  Small group
Instructional  1-on-1  ___________________________
Strategies  Discussion-based _______
 ___________________________
_______

1. Who can tell me what we worked on yesterday? Yesterday Mrs. Drew

showed you how readers notice new information about the idea that was
introduced and fit it into their thinking.
2. Today, readers, I am going to be showing you a strategy for gathering as
Introduction to much information as possible and then fitting it all together before you
Lesson
read more.”
(11:00)
3. The learning objective for today's lesson is “I will be able to gather
information as I am reading and fit it together before reading more.”

Whole group

Guided Practice 1. It's really quite easy to read informational texts without stopping. Just get
(11:10-11:30) lost in reading the words and turning pages as if we are in a hurry to finish
one book and move to another. Instead, it takes a lot of focus to be the
kind of reader who instead reads and stops to think about what they are
reading.
 2. “During read-aloud today, I will read the whole chapter. I will then Stop.
and think about how the information fits all together. I will then write in
my reading response journal. I will write “This section teaches me…” and
add what I believe the section I read is trying to teach me.
3. “What happened in the chapter we read yesterday? turn and talk with your
reading partner.” come back together and go over what we read yesterday.
4. Read chapter
5. Now I am going to demonstrate how you read, stop and jot.
6. First listen, then do. I am going to dismiss you to your tables. Get out your
reading response notebooks and show me that you are waiting.
7. Demonstrate what their jot will look like.

Whole Group

1. You are now going to be doing what I just did. You are going to read a
chapter in your book, stop and jot. Your jot should start with “This section
taught me”. Add details.
Independent 2. After you have finished reading a chapter, you should continue reading.
Practice 3. At the end of reading time, I will have you go to your literacy partners and
(11:30-11:55) share today's jot.

1. Okay readers, find a good place to stop in your book.

2. Get with your literacy partners and read today’s jot.
3. Great job readers! I heard a lot of great jots today! Keep this strategy in
Closing/
mind when you are reading any book, not just informational! The strategies
Transition of
that we have been learning are lifelong strategies that readers of
Lesson
informational text use to learn more.
(11:55-12:00)

Homework:
Describe details of
homework assigned
None
and highlight in plan
above where the
homework will be
assigned.

Assessment:  Post-test  Written: The students will practice

Describe details of  the skill that they have just learned
assessment and
about. They will write a jot in their
highlight in plan
 above where the writer's response journal.
assessment will take
place

Technology - powerpoint slide projected at the start of the lesson

Component - Document camera to demonstrate jot

- Three students go to math intervention at around 11:30

- They sometimes all get pulled at the same time or they get pulled at
different times
Intervention
- Timing differs day to day
- I will check in with the students when they get back and let them know
what we are working on.

- No modifications need to be given

Modifications

- One of my students who has an IEP is given the modification of having a

Accommodations book read to him. He does this using Epic reading. He is reading the same
genre as the rest of the class.

- If time permits, I could pull a small group. The small group could do the
same jot but with a different reading.
1. What do we already know about the titanic?
Lesson
2. We are going to be doing the same thing that I just did with Chapter 7 in
Extensions
Who Was Rosa parks. We are going to be reading the whole section, stop
and then think about what the chapter is trying to teach us.

Cross-Curricular - Social studies: We are reading a book about Rosa Parks. Rosa parks was
Connections part of the civil rights movement. This connects back to things that the
students have learned in social studies.

Transition out of - The students will be heading to lunch after this lesson.
Lesson - I will dismiss them by tables
- They will get ready for lunch and then get in line.