Day 3: Reading

Preparation:

Teacher:

• Read through the Day 3: Reading lesson plan

• Select a read aloud

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

Students:

• Story (written yesterday)

• 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)

Icebreaker activity:

• As soon as students arrive, they can start telling their story written for homework.

• This may be used as a formative assessment to adjust your teaching or provide additional support.

Microlesson Structure ( 12 minutes)
Direct Instruction

1-Connection (30 seconds):

• Review vocabulary words in bold.

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

• • Tell what is important

  • Tell it in the order that it happened

  • Check that is makes sense

  • Try not to tell too much

2-Teach (1-2 minutes):

• Preview vocabulary words in bold.

• “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 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-Read aloud (4 min.+)

Book selection:

1-https://padlet.com/clare_landrigan/rxeejk29cavxh5oi

• Share your screen on your videoconferencing unit. If using a read aloud, ensure that you also share your sound.

2-To use a picture book from your personal collection with a document camera (it is free and easy)

• • Click the embedded hyperlink to the Inclusive Virtual Classroom.

  • Once on the site, scroll down to the bottom of the page to find two short videos on how to use your phone or any device as a document camera.

3-Use Get Epic (free with login)

Read aloud:

• Ask students to mute their mics.

• If possible, do a picture walk.

• To engage students, plan ahead where you will stop and discuss.

• Relate your pauses to the summarizing what’s important strategy

• If the book is too long, read only half the book today. Finish it another day.

4-Active Engagement: (5 minutes)

• 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. Think aloud as you sketch out your summary. 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.

5-Link (30 seconds):

• Restate: “So, that was a quick practice on 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)

6-Independent Practice/Independent/small group support

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