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structures, and
background
knowledge
needed to
comprehend
increasingly
challenging
languages.
74.4(c)(5)(F)
Write using a
variety of grade-
appropriate
sentence lengths,
patterns, and
connecting words
to combine
phrases, clauses,
and sentences.
Lesson Objective(s)/Performance Outcomes
The students will be able to use multiple text features (bold headings, topic, captions,
and guide words) to help locate information from the text.
Assessment (Description/Criteria)
Diagnostic: The teacher will check students prior knowledge by informally assessing
students answers on the questions given to them by the teacher.
Formative: The teacher will check students comprehension on how to label the articles
by what they tell the teacher to label the information given and by checking students
understanding of the article by what questions they write in their three boxes to see if
they are really listening to the article as well.
Summative: Teacher will be able to notice students comprehension of the article by
what answers they write on the Box It paper.
When the class is finished putting all the text features the teacher will tell them that
they will now read the article called No More Pests. The teacher will tell them that while
they are reading the article they will write questions they might be having in the three
squares that will be given to them. As the teacher is reading the article, the teacher will
stop once in a while to ask students if they have any questions in any of their boxes. IF
students might not know what questions to ask the teacher will model and ask a
question. For example, I wonder how the invasive species population grew so big? The
teacher will tell the students If I did not read anything that would help me solve my
questions then I will keep reading and see if later on in the article they answer my
question. After that the teacher will keep reading and will stop to let students share
some of their questions that they might have about the article.
When they are finished, the teacher will give the students a Box It paper with questions
from different articles in the Times for Kids. The teacher will tell the students that with
the help of the text features that they have already labeled the students will read the
articles and find the answers to the questions. Before the students get started the
teacher will ask for volunteers to read the questions in the story. This way the students
will know how many questions in each box, and they will know what they are looking for.
The teacher will tell the students that if they finished with all six Box Its then they can
do the Bonus Box It to get more points to their paper. After going over that the teacher
will tell the students the first three Box Its they will be working in a group to find the
answers. After 10 minutes the first three Box Its that they dont finish while they are in
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the group will have to be done individually/by themselves, because the last three Box
Its the students will be doing that by themselves. The teacher will group the students by
assigning each student an ingredient to create a hamburger. Some students will be the
cheese, top bun, meat, or bottom bun. The teacher will go through the row and name
the ingredient they will be. After that the students will be told where all the cheese or
the meat will be sitting at together. In the end the students will be split up into four
groups. They will bring their Time for Kids article with them, a pencil, and a clip board
when they go and sit down with their group.
After the ten minutes are over the students will go back to their seats with their paper,
and will put away the clip boards where they are supposed to be. The students will work
on the last three Box Its alone, and if they have not finished any of the first three Box
Its then they will have to finish it as well. If the students get finished with the first six
Box Its then they can do the Bonus Box It to get more points in their paper.
Box It questions:
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The three boxes for students questions while reading Time for Kids: