Session 7 Elaborate on Learning to Help Knowledge Stick
Reading Workshop at a Glance Minilesson 8–10 min.
Students learn that a way to cement learning is to ask and answer questions on a topic they’ve studied. They take the class concept map and ask why and how questions: Why do plants have leaves? How do leaves help plants survive? This sets students up to ask and answer questions about their own topics. Researchers are encouraged to use their new vocabulary as they ask, and especially answer, questions. Students will head off with their research groups, using their concept maps and their new learning to help themselves ask and answer questions. You’ll coach them to elaborate on their ideas, reference the text, and even reread key sections to locate additional information. You’ll find supports for helping multilin- gual learners ask and answer questions in today’s work time section. This is a celebration for the bend. While music plays, kids circulate around the room with their favorite question in hand, asking and answering it for others, drawing on their research.
Mid-Workshop Teaching 3 min.
Work Time 25–30 min.
Share 5–7 min.
Focus Standards z Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-LITERACY.RI.3.1 z Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. CCSS.ELA-LITERACY.SL.3.4
GETTING READY
YOU WILL NEED… z to display the class concept map you started in Session 1. z to display the “Nonfiction Readers Research New Topics” anchor chart, and add a new sticky note. z music, to play as students share their favorite questions (see Share).
STUDENTS WILL NEED… z the concept maps they began in Session 1 and sticky notes. z their research bins and reader’s notebooks.
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Bend I • Strengthen Nonfiction Research Skills: Researching Plants
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