Day 1: Reading

Preparation:

Teacher:

• Read through the Day 1: Reading lesson plan

• A recently read class story (show front cover)

• Mark your book with sticky notes/scrap paper identifying the beginning, middle and end.

Students:

• Whiteboards, erasers, dry erase markers or

• Paper or copy book, dark marker (it may be to see on a screen shot) , clip board (if possible)

Microlesson Structure (8 minutes total)
Direct Instruction

1-Connection (30 seconds):

• Start by reminding the students of the last recent story that you read aloud together or use a story that they are familiar with (this will come back in step 3). Show front cover of the book, if possible.

• Preview vocabulary words in bold.

• State the Strategy: Today we will be learning about summarizing what’s most essential.

  • Tell what is important

  • Tell it in the order that it happened

  • Check that it makes sense

  • Try not to tell too much

2-Teach (1-2 minutes):

• “A summary is a short recounting of what you just read. When you get ready to summarize, you have to think about what parts of the story you’ll tell. Your summary should include enough information to make sense to someone who hasn’t read the story before. That means that you need to make it clear in your summary how one event led to another.” (Serravallo, 2015, p. 136)

• First: Think about the most important events in the story. You will probably mention the problem or what the character wants.

• Then, you’ll tell the most important parts in the middle of the story and connect it to the want or the problem. Tell these events in order!

• Then, think about how the story ends. Finally, tell about the ending.

• Use short sentences for each part.

3-Active Engagement: (5 minutes)

• Share this screen or click on the play button on the Google Slide below . This will open 3 icons at the top. Click on the open in a new tab icon. This will open the slide in a larger format and then you can share your screen.

• With mics off, show the book cover of book mentioned in step 1.

  1. Depending on how much practice your students have had summarizing, you may choose to model the steps above on a whiteboard or piece of paper on a clip board. Have your book handy with sticky notes/scrap paper where you have identified the beginning, middle and end. Think aloud as you sketch out your summary, referring to the places marked in your book. or

  2. Ask the students prepare their summary by sketching, adding key words and the numbers 1, 2, and 3 for each step of their summary. They can draw it on a whiteboard or a piece of paper. Stop sharing your screen. On the count of three, have all students show their work. Take a screen shot. Look through each response after class. Look for evidence of understanding or confusion. You can briefly summarize the story, students can follow along on their whiteboard. Finally, ask students to use the thumbs up feature if they had a similar summary.

4-Link (30 seconds):

• Restate: “So, that was a quick lesson how we summarize what is most important.”

• Remind students of other strategies that you have taught them.

How do I know who may need support?

When retelling, students:

• Provide too many details

• Do not provide enough detail

• Mention events but omit the link between the events

• Events are out of sequence

A few support options:

• Keep students after the microlesson for individual or small group support

• Communicate with the remedial teacher to schedule support

• See Reading Support page for ideas on how to support students

(Serravallo, 2015)

5-Independent Practice/Independent/small group support

Start independent practice whenever you feel that your students have had enough modeling and guided practice.