Session Three


PLEASE READ THIS FIRST:

Our focus for reading during the last two sessions has been on metacognitive strategies- you modeled the strategy as you were reading in order to help students become more aware of what their minds do when they read, then you asked the students to perform the strategy in groups or on their own.
During the next three sessions we will, increase student's metacognitive awareness of reading strategies, review all of the strategies, provide students opportunities to recognize what their minds are doing while they read and help them decide to use strategies to further their comprehension of a text. We will also begin to apply these strategies to help students “fix” their comprehension, identify important information and summarize what they have read.

Session Three Focus: Review or strategies and increase student engagement
REVIEW: STtrategies that Work, pages 46-47 on think alouds! Catch up to chapter 10!
Suggested Date
Note
Objective
Strategy
Day 1-5
Jan. 7-11
Tests will be in your box the morning of the 8th.
Students will demonstrate background knowledge of all reading strategies.
Pre-Test, you will find pre-tests in your box the morning of the 8th. While students are working on taking the test, use any of the reading strategies we have covered in session one and two. Here are some articles on the New Year Holiday:
http://www.history.com/videos/history-of-the-holidays-new-years-eve
http://topics.nytimes.com/topics/reference/timestopics/subjects/n/new_year/index.html
Article on the Mayan Calendar: not the end of the world and why
http://www.scientificamerican.com/article.cfm?id=neither-maya-nor-world-calendar-ends-december-21-2012
http://www.huffingtonpost.com/2012/07/08/mayan-calendar-world-will_n_1655135.html
Day 6-10
Jan. 14-18

Students will be able to set a purpose and activate background knowledge
(I Do)Model how to set a purpose and activate background knowledge:


(We Do) Think pair share:

(You Do) Independent Practice:
Ask students to set a purpose before reading. Use one of the prompts from links above. Or do a think pair share again.Here are two different types of reading logs for your students to record their thoughts. Feel free to create a reading log that works for your class.


Days 11-14
Jan. 22-25

Students will be able to activate their background knoweldge and make connections
(I Do)Model how to make connections and activate their background knowledge:

(We Do) Think pair share:

(You Do) Independent Practice: Ask students to activate their background knowledge before reading or make a connection during reading. Use one of the promts from the links above. Have students do a think pair share or record their thoughts in a reading log.
Days 15-19
Jan. 28-Feb. 1

Students will be able to ask questions
(I Do)Model how to ask questions:

(We Do) Think pair share:

You Do) Independent Practice: Ask students to keep track of their before, during and after reading in a reading log. Have students reflect on their questions. Look at session one to find graphic organizers.
Days 20-24
Feb. 4-8

Students will be able to visualize the text using all 5 senses
(I Do)Model how to visualize the text:

(We Do) Think pair share:

(You Do) Independent Practice: Ask students to visualize the text during reading. Remind them to use all of their five senses. Have students record their thinking in a reading log or a graphic organizer from session 2.
Days 25-29
Feb. 11-13

Students will be able to make inferences
(I Do)Model how to make inferences:

(We Do) Think pair share:

(You Do) Independent Practice: Ask students to make inferences on their own. Record inferences in their reading log or on a graphic organizer from session two.
Days
Feb. 14-15

Students will be able to demonstrate reading strategies
Use a think aloud or think-pair-share to review the reading strategies on Feb. 19th. Use a thinking tracker for independent practice





Post-test
Feb. 19-22


Please turn in all post-tests by the end of the day on Feb. 22.