Comprehension Mini-Lesson
Mini-Lesson Topic: Comprehension Strategies
Instructional Objective (performance, criteria, conditions): Introduce students to the topic of using clues to help make predictions while reading, read A Crazy Day at the Critter Café to the students and then guide them on listening for clues to make predications throughout the reading.
Materials needed:
• A Crazy Day at the Critter Café by Barbara Odanaka
Worksheet: http://printables.scholastic.com/printables/f.jsp?id=35532
Connection Remember when I did a lesson with you about the book Flotsam? Well, today we are going to do something similar but we are going to read the book Crazy Day at the Critter Café by Babara Odanaka.
Today, I’m going to teach you a comprehension strategy.
Teach
Mentor Text:
Anchor chart:
Themes Today, I’m going to show you how to make predictions while reading a book.
Using…this worksheet that I printed off it is going to help guide us through making predictions. There is three footprints on the worksheet that lead to a door. On the door you are going to write your prediction of how you think the story will end. On the footprints you are going to write clues that support and do not support your prediction. I am going to start reading the book and then I am going to stop towards the middle of the book to make a prediction on how you think the story will end.
Active Engagement
(Turn and talk to partner,
share with group) Now it’s your turn to try…What do you think will happen next? I want you to raise your hand and try to think of what you think the next page will look like or what you think is going to happen next. If you do not want to raise your hand you can think of your answer in your head. After we have all wrote down our predictions on the “door” I want you to put in your first clue in the “footprint.” After you have your first clue wrote down, turn to the person next to you and share your clue. (Then I would finish up the rest of the story.) As a group we will work on the putting in the last two clues on the worksheet.
Link Today, I taught you how to use clues throughout a story to help you make predictions of how you think the story will end.
When you go off to read today and every time you read, you should be able to use clues that are throughout a story and let them help you make predictions. It is important to make predictions while reading or listening to a story because this will help you pay attention to the story more. When you pay attention this will help you remember what happened in the beginning, middle, and end of a story.
Independent reading time
(conferences) Students to conference with: E, I, S, A, and M. (4 boys and 1 girl)
: While the rest of the class is working on their spelling words I will be asking these students to pick out a different book and write down 3 clues and 1 prediction for how the story will end.
Possible future teaching point: Showing students the structure of how to make a hypothesis. (How to word a sentence with combining examples (clues) and the prediction at the end of the sentence.)
Sharing (individual, partner, group) Students to share: When the students that I was conferencing is down I would like for them to go out in to the hall or to the reading circle so they can share the book they chose and their clues and predications. Then they will be able to give feedback to each other on the quality of their predictions.
Focus: Saying our thoughts with a partner will help students that may not as strong with this topic yet. (I picked 3 students who really need help in comprehension but 2 students who are strong. I did this on purpose so they could help with partner work and with group discussion.) By working together as a group students will learn from each other instead of learning strictly from myself.
Reflection:
I think that my lesson went over pretty well. Something that could have been better was the teaching area. I really do not like teaching to my students out in the hall because I think that these is also too many distractions. (But there was really no other place to teach the mini lesson.) None of the students had read the book that I had picked which is what I was hoping for. If one of the students had read the book they would have probably blabbed on how the book ends and that would have been the end of my lesson. The students seemed like they enjoyed the story and they thought it was funny which is always helpful in trying to keep students attention. Towards the end of the lesson the students started having more wandering eyes and I could tell that they were ready to go back inside of the classroom. While reading the book the students were eager to share their predictions on what would happen next. Even one of my shy students started sharing towards the end of the lesson. (When I called on him in the beginning of the lesson to ask if he had a prediction he would say “I don’t Know.”) When I came to the end of the book the students were excited to see if their predictions were right and were begging me to just flip the page so they could see. Two students got their predictions right, that the cow would become to owner of the café. Then students started to get loud saying that they were right and who was wrong. I then had to remind students that it was just a prediction and that is does not matter who is right or wrong. Overall my lesson went well and I hope that my students will use this strategy while reading.
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