You are on page 1of 2

Carly Martin CIED 3253

09/10/14

Targeted Literacy Strategy or Skill:


Grade level: 4th grade
Objective: The student will be able to learn how to listen to their inner conversation and merge their
thinking with a text in order to learn, understand, and remember the information.
Common Core State Standard/ PASS Standard:

R.4.1
Key Ideas and Details
1. Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.

Corresponding College and Career Readiness (CCR) Anchor


Standard
1. Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions
drawn from the text.

Prior knowledge: (What students already know)


Students will already know how to read non-fiction and informational texts, and have a sense of
knowledge on tornadoes and other weather types.
Observations/Rationale: (Before Lesson) What did you notice in your students work that let you
know this lesson was necessary? (This will be an approximation this semester.)
I may have noticed that my students were not obtaining information out of texts to the best of their ability.

Materials Needed
Lesson from: Strategies That Work by Stephanie Harvey and Anne Goudvis
Mentor Text: Eye of the Storm by Stephen Kramer
Materials: post it notes and pen/pencil.
Student Groups (whole/small group/partners): small groups of 4-5.

Mini Lesson Format:


Connect (Engagement/Pre-reading):
I will discuss my own struggles with non fiction books, and explain the importance of listening to
your inner voice when reading a text in order to help you understand it more.

Teach (Model/Explain)
I will read from page 29 from the mentor text to display my own Aha moment. I will stop on the
sentence how light or dark a tornado looks depends on the amount of light in the sky and whether
or not the sun is shining on the front or back of the tornado. I will then take my own sticky note,
write an L, and describe what I had learned when reading it.

Active Engagement (students try it out):


We will then try this activity together. I will ask the students to take out a en and their own sticky
notes. Each time they hear something that they didnt know before, I will ask them to write it
down on their sticky note with an L for new learning.

Link (Articulating the expectation that students will now use this skill/strategy when reading or
writing)
Students will be able to use this when reading other informational texts. It is important for students
to notice their inner thinking in order to remember the information they are seeing.

You might also like