CLASSROOM LESSON 3:
Reading Comprehension Strategies Continued
BOOK TITLE: The Reality Bug
AUTHOR: D.J. MacHale
LESSON PLAN AUTHOR : Jeff Sudbury
GRADE
LEVEL: 6-8
LESSON DURATION: 60 Minutes
OBJECTIVE
- Students will work in cooperative groups to analyze passages from Pendragon and implement the five strategies for comprehension.
- Students will understand that these strategies are used by skilled readers with all text that is read
MATERIALS
MOTIVATION
- Have students choose a character from Black Water in the Pendragon Series and write a diary entry based on the point of view of the character. Students will respond to a question that you have provided.
- Example diary questions: Write about what it might be like for you to enter Lifelight. What would your virtual reality world be like? What types of things would you do? Who would be with you? Where would you go? How would it be different than your everyday life?
- Students may continue to write diary entries as they read the book. Diary entries could be written in a writing journal or literature response log.
NEW INFORMATION
- Explain to students that today we are going to learn how to use the last two comprehension strategies (connecting and visualizing).
- Again, emphasize the importance of these strategies and explain that skilled readers use these every time they read.
- Model the use of visualization and connecting strategies using a passage from Pendragon. Use the passage when Bobby first enters the Lifelight pyramid on page 39. Read a few pages to students and model how the two comprehension strategies could be used for this passage.
- Use the Reciprocal Teaching Transparency to model the two comprehension strategies as well as record student responses.
PRACTICE/APPLICATION
- Students will use their understanding of the five comprehension strategies to construct their own meaning from the text.
- Have students get into groups of four or five. One student is chosen to be “the teacher” of the group. Their responsibility is to facilitate the group’s task, progress, and time management.
- Give each group of students a different passage from the book. After reading the passage, the group completes the Reciprocal Teaching Graphic Organizer. Each person in the group will assume the responsibility for helping the others in the group to use one of the five reading strategies.
- As students read, they need to take notes based on their assigned strategy and be prepared to lead a discussion on their assigned comprehension strategy.
- During the discussion, it is very important that each student cite reference points in the text to support, question or clarify their comments.
- During the group’s discussion, students add commentary and questions to their graphic organizers.
EVALUATION OF STUDENT LEARNING
CLOSURE
- Review the five strategies for reading comprehension (predicting, questioning, clarifying, summarizing, and visualizing) and how good readers use these strategies.
- Lead whole class discussion to share interesting commentary from each group.
NCTE STANDARD 3
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
NCTE STANDARD 5
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
NCTE STANDARD 6
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
NCTE STANDARD 7
Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
SOURCES
Greece Central School District (n.d.). Reading Strategies: Scaffolding Students' Interactions with Texts.
Retrieved March 4, 2008 from Web Site
Bookmarks
Reciprocal Teaching graphic organizer
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