Reading Diagrams!

A Shared Reading Lesson Plan

Key Understandings This shared reading lesson will focus on helping students access information in informational texts more quickly by teaching them how to read a diagram. Assessment Before Learning: Students do not read their science textbooks with a high level of understanding; they seem unsure about how to quickly access topics in these books During Learning: Informally, through observation, assess how well the students are understanding the teaching point. After Learning: Using an anecdotal recording sheet with predetermined success criteria, formally assess students understanding of the teaching point while they discuss how they could use diagrams and sentence labels in their own future science presentations. Prior Knowledge Students have experience with captions, using the glossary, and nding information by examining photographs Students are more experienced with ctional writing than factual writing Teaching Focus / Curriculum Expectations Specic Reading Expectations - Students will: identify various forms of writing and describe their characteristics (Grade 5) identify different forms of writing and describe their characteristics (Grade 6) Overall Science Expectations - Students will: use appropriate vocabulary, including correct science and technology terminology, in describing their investigations, explorations, and observations Teaching Strategies: Think-aloud Comprehension Strategies: activating prior knowledge, questioning, making connections, synthesizing Levels of Questioning: synthesis, application and knowledge of Blooms Taxonomy of the Cognitive Domain Collaborative Learning Strategies: small group and whole-class discussion

Materials/Preparation for Teaching The Bionic Ear, from Technology, by David Keystone. 2003. Thomson Nelson Big Book. Bookweb Plus Series Sticky notes, chart paper and markers Differentiated Instruction Provide modications and accommodations for students as per IEPs. Provide text in alternate formats for students as necessary. Before Reading Activate prior knowledge by allowing students to brainstorm their prior knowledge on ction and informational text. Have them record their knowledge on sticky notes and add them to a T-chart: Fiction and Informational Text. Discuss the T-chart as a group to establish common understandings and specic language used in a diagram. Preview the Text by allowing students to look over the diagram for features that tell them how to read the text. Invite students to share their impressions using think-alouds. Scaffold the reading experience by introducing the diagram and asking students to think about when they may have seen this sort of text before. Have students identify the attributes of this type of text that help the reader make meaning. Discuss the purpose of this texts format and who the intended audience might be. Point out unfamiliar vocabulary and talk about word-solving strategies students might use. Establish a purpose for reading to engage students. Ask students why is it important to be able to read a diagram?

Reading Diagrams!

A Shared Reading Lesson Plan

During Reading Read the entire piece with few interruptions Revisit the text for closer examination: teach/model/demonstrate the relevant behaviours and strategies used by strategic readers to read a diagram Use a think aloud strategy to verbalize what you are thinking as you go over the diagram. Indicate what you are noticing on the page (e.g., sentence labels) and how those things help readers make sense of the diagram. After Reading - Peer Practice Have students nd a diagram with sentence labels in their science textbook and brainstorm (in small groups) how they might use diagrams and sentence labels in future science presentations. Observe students, assess their levels of understanding (on anecdotal recording sheet) and provide clear direction for next steps. As a class, discuss how students can use diagrams and sentence labels in future science presentations. Record students ideas on chart paper. Reection Were my students successful? Did my instructional decisions meet the needs of all students? What worked well and what did not? Was my text selection appropriate? Did my students understand the teaching point of the lesson? Can my students explain their interpretation of a written work, supporting it with evidence from the work? What did I teach? Next Steps What learning still needs to be consolidated? What do my students need to be able to do in order to proceed to the next part of the lesson? Do any students require further practice in a guided reading lesson? Can the same text be used to introduce another teaching point?