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Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.

Students Will Be Able To… (Do)

  • Skills from standards including thinking (cognitive verbs).
  • This is not activities.
  • One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
  • Sequence these goals in the order in which they should be learned.

Identify key details in a text.

Explain how the key details support the main idea of the text.
Infer the main idea of a text.
Write a piece that recounts the key details of an informational text and justifies how they support the main idea.

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

Important versus unimportant details.
Main Idea is what the text is mostly about.
Infer/Inference
Main Idea must be inferred.

Lesson Essential Question

  • A question that communicates the Learning Goals.
  • Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

How do I use key details to infer the main idea of a text?

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

  • Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
  • How will you draw attention to important vocabulary in the Lesson Essential Question?
  • How will you build/link background knowledge?
  • What prerequisite content might students need to know before the lesson?
  • >Which key vocabulary from the Learning Goals needs to be explicitly taught?
  • Are there other vocabulary words that you think need to be taught?
  • Which vocabulary strategy will you use?
  • Previewing:
    • Advance Organizer
    • Prerequisite Content
    • Vocabulary

Use pictures to introduce inferencing skills in order to make the skill authentic and real life so they are able to make connections outside of the classroom, outside of the reading skill itself.

Show students a picture:

Students make literal and inferential observations. Take as many notes as you can, encourage students to stretch their thinking.

Numbered Heads – Name two details you notice in the picture.

Create an Inferencing Anchor chart with steps and signal words.

Repeat process with another picture referring to the Anchor CHART

Key Vocabulary (for explicit instruction):
Infer
Main Idea
Key Detail

Vocabulary Strategy:

Use pictures to introduce inferencing skills in order to make the skill authentic and real life so they are able to make connections outside of the classroom, outside of the reading skill itself.

Show students a picture:

Students make literal and inferential observations. Take as many notes as you can, encourage students to stretch their thinking.

Numbered Heads – Name two details you notice in the picture.

Create an Inferencing Anchor chart with steps and signal words.

Repeat process with another picture referring to the Anchor CHART

Key Vocabulary (for explicit instruction):
Infer
Main Idea
Key Detail

Vocabulary Strategy:

Concept Organizer

Graphic Organizer

  • How will students store and organize information as they learn during this lesson?
  • Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
  • Determine how the organizer will be previewed for struggling students.
  • Determine how the organizer will be scaffolded for struggling students.

Previewing (what, who, when):
Struggling students: Complete the Descriptive Organizer using a picture example.

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Review Inferencing Anchor Chart and how looking for evidence and clues help us support our conclusions.

Write the following words on the board:
Topic: School

Then pose: If we were writing an article about our school community, school would be the topic. We want to say our school is a community. This is the main idea. What are some key details that we could include to tell more about our school community?

Focus students attention on our Learning Goal.

Students will then work in partners to identify the key details of a cartoon, Life in the American Colonies.

Have numbered head partners 1) discuss the key details used to complete the graphic organizer and 2) how each detail supports the main idea.

Collaborative Pairs: Pairs Square – After completing the graphic organizer pairs then share with another pair how one of their details support the main idea.

Previewing (what, who, when):

Scaffolding (what, who, when):

Assessment Prompt for Learning Activity 1

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Read the following text _____________.

Using a highlighter, identify 3 key details in the text. Record those details, then create a headline summary emphasize the main topic of the text.

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Students will read the text titled, “What Is a Community?”

What is the main idea of the text and how do the key details support it?

Using Think Aloud strategies, the teacher will model how to determine the key details and main idea using the Descriptive Organizer.

Numbered Heads: Higher Order Thinking Questions:

1. Why was ________ (event) so significant?
2. What is the main idea and supporting details?
3. What are the most important ideas or events in the text?
4. How are they related?

Students practice with another passage.

1s tell 2s – What makes this a key detail?
2s tell 1s – Why is this detail important?

Previewing (what, who, when):

Scaffolding (what, who, when):
Struggling Students – partially completed graphic organizer.

Assessment Prompt for Learning Activity 2

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

MVP

Record what you think is the Most Valuable Point related to how key details support the main idea of the text and justify your answer.

Learning Activity 3

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Students will read an informational text – Life in My Village.

Then, students will work with a collaborative partner to highlight the key details and record them on the Descriptive Organizer.

Model how to use the key details to infer the main idea.

Collaborative Pairs Higher Order Thinking Questions:

1. Why was ________ (event) so significant?
2. What is the main idea and supporting details?
3. What are the most important ideas or events in the text?
4. How are they related?

Students use a new informational passage to identify key details and infer the main idea. Students should document their findings on the Descriptive Graphic Organizer.

Previewing (what, who, when):

Scaffolding (what, who, when):
Struggling Students: Provide options for possible main ideas of the text.

Assessment Prompt for Learning Activity 3

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Dear Teacher

Write a Dear Teacher letter in which you explain one of the inferences that you made on the graphic organizer and how you used the key details to support your conclusion.

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

  • Plan this before planning Lesson Instruction.
  • How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
  • How will the Assignment be differentiated for support and challenge?
  • Which students receive differentiation?
  • For students who struggle with the Assignment, how will you remediate this lesson?

After reading ___________. follow the process to infer the main idea.

Use your graphic organizer to write a brochure about the main idea.

Use one section to describe the main idea of the text, one section on how you used the text to infer the main idea, and the a third section describing the key details that led you to that inference.

Differentiated Assignment for Struggling Students:

Provide a writing frame/sentence stems to help structure the brochure that students write.

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