Figure 2d.
UPPER-ELEMENTARY LESSON 2
Note: This lesson is designed for all students. Students who began with Lesson 1 will receive additional practice. Students with higher initial levels of knowledge will encounter these activities for the first time.
Before the Lesson: • Choose a grade-level text. • Check the text for vocabulary words and create flashcards for two or three vocabulary words that students do not know or may need to review. Lesson Materials: vocabulary cards and grade-level texts Vocabulary (3 minutes) Show one vocabulary card. Pronounce the word and prompt students to repeat the word after you. Provide students with a student-friendly definition of the word and an example sentence that uses the word. Ask questions and prompt students to respond in complete sentences using the target word. Repeat until all vocabulary words have been reviewed. Book Reading (15 minutes) Give each student a copy of the text. Provide students with a comprehension purpose question*. Instruct students to read each page chorally or with individual students reading aloud and others following along silently (perhaps sliding a finger under each line to show they are following along). One good way to have students build fluency is to have them take turns reading in pairs, with the teacher listening in to provide support (e.g., a group of four would include two pairs). If students need more support, the teacher can model reading a section of text fluently and students can “echo-read” it after the teacher finishes. Scaffold students' reading and, if there is time, encourage them to reread to build fluency. After reading, engage students in a discussion about the comprehension purpose question. *See Figure 3 for more information about formulating a good comprehension purpose question.
Figure 3. What makes a good comprehension purpose question?
The purpose of a comprehension question is to focus the students’ thinking about the text. For example, before reading a text about earthquakes near the Mount St. Helens volcano, the teacher might say, “As you read, I want you to think about this question: ‘Are earthquakes a reliable indicator of an upcoming volcanic eruption?’ (or ‘Should we be worried when there are little earthquakes under a volcano? Are they a sure sign that it’s going to erupt?’) As you read, make sure to collect evidence you can use to support your answer.” Teachers should revisit the comprehension questions during and/or after instruction. As part of the comprehension discussion, teachers should also encourage student-talk and elaboration by asking "why" or other follow-up questions (Shanahan, et al., 2010).
What makes a good comprehension purpose question? • It’s short! • It doesn’t overburden working memory. • It isn’t too detail-oriented. • It can be answered using text evidence.
ALIGNING PRACTICE WITH RESEARCH TOPIC PAPER 22
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