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Lesson
4-1
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Lesson: Readers have busy brains
==> Read a book (or part of a book) really really fast.
==> Ask the children what the book was about. They will most likely tell you that they don't know because they didn't
understand what you were reading because you read too fast.
==> Reading is more than word calling. Reading is all about understanding.
==> Reader's need to have busy brains.
==> Model stopping after reading a couple of sentences and thinking about what you read.
==> Today I want you to stop after you read a sentence or two and think about your reading.
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Lesson
4-2
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Lesson: Reading pizza
==> Bring out a very difficult theology book. Excitedly tell the children that you have a fantastic book to read to
them today.
==> Begin reading the book with excitement in your voice and with fluency.
==> Ask the kids what they think of you as a reader. Do they think you should get an A for reading?
==> In a quiet whisper tell the kids you have a little secret. Explain to them that you were just faking reading.
You were reading the words, but you didn't really understand anything you read. Sometimes I can read the words, but the
words don't make sense in my head.
==> Ask the kids how many of them like pizza. Most will say yes. How would you feel if you went to lunch at pizza
hut and the waiter brought out your pizza, but it was nothing but crust? Just crust, no sauce, no cheese, no toppings?
==> Remember how we talked about readers having busy brains? Well, reading without thinking isn't really reading.
==> Real reading is kind of like a pizza. The words are like the crust. But a crust by itself isn't much of a pizza
is it? What else does a pizza need? (sauce, cheese, maybe toppings) Well those things that make the pizza delicious are
like the toppings that go on the pizza crust.
==> Today I am going to show you how reading is kind of like making a pizza. We are going to make reading pizza.
I have a pizza pan here that has a pizza crust on it. The crust says text because the crust is like the text of the story.
I also have these colored squares that are like the toppings. They are like our thinking.
==> I'm going to read a story. Each time we stop to think and talk about the story we will add some toppings to our
crust.
==> Read the story, pausing to think and talk along the way. Each time you stop have a child add a little bit of
topping to the reading pizza.
==> Explain that when you just read the words in a book and you don't think about them or understand them then they
become just words and not reading. Real readers make reading pizza in their brains when they read by reading the words AND
thinking about the words.
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Theology book
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Lesson
4-3
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Lesson: Readers are metacognitive
==> Today we're going to learn a big word: Metacognition. It means to think about your thinking.
==> Teach the metacognition song
==> We all need reading power!
==> Use Super Harry poster to teach the concept of having a busy brain.
==> The reading strategies that Harry uses fit inside his head like a puzzle. (Reading Power by Adrienne Gear)
==> Reading is thinking!
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Lesson 4-4
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Lesson: Metacognition Visual
==> Remember when we made reading pizza? We talked about how real reading is thinking.
==> Today I want us to create a poster that will help us see how reading the words and thinking go together. (Create
a Venn diagram that shows a book and a side view of a head overlapping to create the visual effect of a Venn.)
==> Let's write "Text- What the author says" on the book. On the head let's write "Thinking- What's
going on in my head."
==> What should we write in the middle? Real Reading!
==> This is what we call metacognition- thinking about our thinking/ or being aware of our thinking.
==> We could even put a math equation down here: text + thinking = real reading.
==> Today as you read I want you to be aware of your thinking. Stop and think about what is going on in your head
as you read.
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Lesson
4-5
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Lesson: What does thinking look like?
==> What exactly is thinking?
==> Have you ever read the comics in the Sunday paper? Like maybe Garfield? Show several comics that show thought
bubbles (not speech bubbles)
==> Garfield is a cat. He can't talk. The author shows us Garfield's thinking when he draws his comics.
==> There is a difference between talking and thinking. Thinking is like talking that goes on inside our heads.
==> Let's think about things that our brain says when we read- I'm wondering, I'm noticing, I'm feeling, I'm see,
I'm thinking, I'm remembering
==> Now let's put these things on a Thinking stems chart
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Sunday Comics
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Lesson
4-6
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Lesson: In a Fog (wouldn't it be great if we could do this lesson on a foggy day?)
==> Do you remember the last time we had a foggy day? What was it like outside?
==> This summer I was driving on a long trip and it got so foggy outside that for a while I could hardly see the road.
I had to pull over because I didn't know what was around me and I was afraid of having an accident.
==> Sometimes readers get in a reading fog. They are reading along and then all of a sudden everything gets foggy
inside their brain and they don't really know what they are reading. It happens to all of us.
==> What do you suppose we should do then? It doesn't do us any good to keep right on reading. When things get foggy
we need to stop and think. We might even need to go back and reread. We want to clear up the fog before we keep reading.
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Lesson
4-7
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Lesson: Readers get inside the story
==> Read Little Bear story about going to the moon.
==> Readers take their imaginations on adventures.
==> They get inside the story.
==> Imagine you are there; imagine you are a character in the story.
==> Today when you read I want you to get inside the story. Take your imagination on an adventure. Be ready to share
with the group about your experience.
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Lesson
4-8
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Lesson: Setting reading goals
==> What is a goal?
==> Use a toy dart gun and shoot randomly- ask did I get any points?
==> Next set out the target. This time aim at the target.
==> What was the difference?
==> With a target we know what we want to accomplish.
==> As readers we need to have a goal- a target- something we want to accomplish.
==> Brainstorm some goals or targets that a reader might have:
o Read smoother
o Read for longer times
o Read a book with no mistakes
o Practice stretching out words
o To stop and think after every page
o To use a certain strategy more often
o To chunk unknown words
o Write reflections more often
o Read a certain number of books each day
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Dart Gun
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Lesson
4-9
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Lesson: A Plan
==> I'm planning a trip to Missouri and I am going to drive there.
==> What do I need? (Pretend to pack your car)
==> Now I'm ready to start driving. Let's see, first I will turn here and then I will turn here and then right and
then left. Oh that road looks nice I think I will drive on that road. Hey wait a minute, this road is bumpy. I think I
will turn here and go that direction.
==> What do you notice? I don't have any directions. Taking a trip without a road map is like reading without a target.
I won't ever get to my destination without a road map. I've got to know where I'm going. Reading targets are like our road
map to becoming better readers.
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Map
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Lesson
4-10
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Lesson: Introducing the FACE Board
==> We've been talking about readers setting goals.
==> Today I would like you to meet 4 friends. I call them the faces of reading.
==> Each face reminds us of an area that we need to work at to become strong readers.
==> Fluent Freddy Frog reminds us that we need to practice to make our reading smooth.
==> Accurate Ally Alligator reminds us that what we read needs to match the words on the page.
==> Cool Comp Cat reminds us that we need to work to understand what we read.
==> Expanding Elly Elephant reminds us that we need to expand our knowledge and grow our schema.
==> As we learn new strategies throughout the year we will add them under the appropriate category.
==> We've already learned that we need to have a busy brain. When we have a busy brain it helps us understand what
we read. Which face do you think that should go under?
==> We've also learned that we need to stretch out words. What face do you think that would go under?
==> Right now we have two goals that we can work at on the FACE board. I want you to choose one of those two goals
to work on today.
==> When I call your name I want you to go put your name card on the board next to the goal you are going to work on.
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FACE Board components
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Lesson
4-11
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Lesson: Readers get their minds ready to read
==> Look at the cover
==> Think about the title
==> Take a picture walk
==> Warm up your brain like warming up for soccer
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