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K-5 Comprehension #3

Guided Reading Lesson: Determining Importance

Grades 2-4

 

 

Common Core State Standards

• RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
• RI.2.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
• RI.3.1 Ask and answer questions to demonstrate an understanding of a text, referring explicitly to the text as the basis for the answers.
• RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
• RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
• RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
• RI.4.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
• RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
• RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

 

 

Rationale

Sifting through all the information in a non-fiction text is sometimes overwhelming to students. Learning to find their own purpose for reading the text and then reading for the information that relates to that purpose, helps focus the learning and improves comprehension.

 

Materials

Student copies ofThe Living Desert,” an article from Images, Volume 4, # 1, pages 20-29. Houghton Mifflin and Company.

Student writing paper

Chart paper and markers

 

Direct Explanation

We have been learning how to set a purpose for reading when we look at non-fiction text. We read the first paragraph and the last paragraph and usually we can tell what the article is all about. That helps us go back and read with a purpose. It helps us determine the important things we need to pay attention to and remember.”

 

 

 

Model

Before Reading: Introduce the text

  1. Have the students do a quick-book-look. Will this text be fiction or non-fiction?

 

  1. What do you already know about deserts? Discuss students’ prior knowledge of the desert.

 

  1. Look specifically at the names of plants and animals throughout the article. (Some of these are in the captions and text boxes.)

 

  1. Take them to page 24 and point out that the author has provided a support with a pronunciation key for a word that may be unfamiliar to most readers. Pronounce saquaro as shown in the pronunciation key. Turn to page 26 and have them use the pronunciation key to pronounce gila.

 

  1. Have students read the preface (page 20) and the first and last paragraph of the article. Based on this reading, what do you think you are going to learn about in this article? Have students make predictions about the information they will read in this article. Write the prediction in the form of a question on a chart. How do plants and animals cope with the climate in the desert?

 

  1. Explain that students will use two-column note-taking to record how each animal and plant copes in the desert. Model how to take two-column notes with information on the “desert tortoise,” page 22.

 

 

Guided Practice

During Reading:

Students will read the entire text silently and take two-column notes on how plants and animals in the desert cope with their environment. Teacher will coach, as needed.

 

After Reading: Revisit the text.

  1. Share two-column notes. Confirm students’ understanding of the text.

  2. How did the text answer the prediction question?

  3. Reading the first and last paragraph of informational text is a strategy for helping to set a purpose for reading.

  4. How did the pictures, text boxes, and captions support the purpose for reading?

  5. This information will be important to remember when reading science textbooks, social studies textbooks, brochures etc.

 

Optional: Extend the meaning of the text.

What conditions do animals in Arkansas have to cope with? Use available reference resources to investigate how animals in Arkansas cope with the environment.

 

Independent Practice

Students will be directed to read the first and last paragraph in self-selected non-fiction material to determine the purpose for reading. Then as they read, they will pay attention to the information that relates to the purpose for reading.

 

Assessment

On a teacher-selected non-fiction article, students will be able to set a purpose for reading with a question, make two column notes as they read, and write a statement about the learning that includes the purpose and notes.

Tier II Additions

  • Break the assignments into smaller increments.

  • Use visual aids and/or graphic organizers.

  • Use Peer Buddies to help with organizing and writing the information from the article.

  • Allocate roles for the assignment with students getting roles that facilitate their disability. For example, if a student has motor difficulties, allow that student to be the reporter or timekeeper.

  • Use alternative mediums if needed, such as Braille, taped materials or assistive technology.

 

Tier II Assessment

With appropriate accommodations, from the list above, on a teacher-selected non-fiction article, students will be able to set a purpose for reading with a question, make two column notes as they read, and write a statement about the learning that includes the purpose and notes.

 

Tier III Accommodations/Modifications

  • Allow student to have the article read to him/her multiple times, either electronically or with a peer buddy

  • Pre-teach unknown vocabulary

  • Use graphic organizers to break the task into smaller increments. Allocate roles for the assignment, with students getting roles that facilitate their disability. For example, if a student has motor difficulties, allow that student to be the reporter or timekeeper.

  • Use alternative mediums if needed, such as Braille, taped materials or assistive technology.

 

Assessment:

Same as Tier II with the modifications access or output.

 

Tier IV Modifications

  • Pre-teach vocabulary.

  • Break task into small increments.

  • Use pictures/icons for support.

  • Use graphic organizer to help with reason for reading or covering material.

 

Assessment

Have student give reason for reading (main idea) from multiple choices presented

 

Tier V Modifications

  • Pre-teach vocabulary.

  • Break task into small increments – such as a paragraph or one page of material.

  • Allow student to hear material multiple times.

  • Use pictures/icons/drawings to help student with main idea of a passage.

  • Allow student to practice giving the main idea.

 

Assessment

Have student select the main idea from several possible choices.

 

References

 

Fountas, Irene and Gay Su Pinnell (2001). Guiding Readers and Writers Grades 3-6. Portsmouth, NH: Heinemann.

 

Harvey, S. and Goudvis, A. (2000). Strategies That Work. Ontario, Canada: Stenhouse Publishers

 

Copyright © 2006 Arkansas Department of Education. All rights reserved. School districts may reproduce these materials for in-school student use only. No resale. Materials may not be reproduced, distributed or sold for commercial use or profit. ADE employees are not authorized to waive these restrictions.

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