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- Students will identify supporting details and examples in an informational text.
- Introduce your lesson by raising a discussion about detectives. Possible questions include:
- What does a detective do?
- What does a detective find to solve a mystery?
- Write your students' answers on the board. Answers should include ideas about investigating and gathering clues or evidence.
- Tell your students that they will become detectives as they read a text together. Explain that they will need to identify, or recognize, details and examples in order to "solve" questions.
- Have a word wall visible to students. Provide and post the definition, with images if applicable, for the terms "detective," "mystery," "clue," "investigate," "supporting details," and "solve" in students' L1 or in English.
- Have students turn to a partner to discuss the definition and purpose of a "detective."
- Provide students with sentence frames and stems for the class discussion: "A detective is a person who ____. A detective must find ____ to solve a ____."
Explicit Instruction/Teacher modeling(10 minutes)
- Pass out the Chocolate: A Short and Sweet History worksheet.
- Ask your students to get out their detective tools (highlighters or colored pens). This will help them identify details and examples.
- Call on students to read the questions aloud. Explain that they will solve the four questions by identifying the answers in the text.
- Ask your students to take turns reading parts of the passage aloud. With new vocabulary words in the text, ask your students to use context clues to determine their meanings.
- Ask a volunteer to say the answer to the first question. Have them support their answer with details from the text. If correct, have your students underline or highlight those supporting details.
- Have ELs answer the questions in a small group or with an effective partner.
- Highlight the context clues that help to determine the meaning of challenging vocabulary words in the text.
- Use rewordify.com to simply the text and reduce the linguistic load.
- Provide learners with sentence frames and stems to help them justify their answers: "The part of the text that supports my answer is ____. I know that the answer is ____ because the text says ____."
Guided Practice(10 minutes)
- Ask your students to answer the second question, and then ask for a volunteer to state the answer. If the answer is not correct, tell the student to go back to the text.
- Once a correct answer has been given, tell your students to mark with their highlighters or colored pens again. If your students have magnifying glasses, they can use them here as a fun way to look for supporting details!
- Have your students identify details in the text that support their answers to the second question.
- Ask for a volunteer to state the details. If the details are incorrect, be sure to guide students to the correct details in the text.
- Ask your students why the details support their answer.
- Have ELs answer the comprehension question in collaboration with a partner who speaks the same L1 or with a sympathetic non-EL.
- Highlight the part of the text that supports question number two to point beginner ELs in the right direction of answering the question correctly.
- Refer students to the word wall developed in the Introduction section, as they work with their partner to find the supporting details to answer the question.
- Encourage learners to use bilingual glossaries or dictionaries to discover the meanings of unknown words in the text.
Independent working time(25 minutes)
- Instruct your students to complete the last two questions on their own and identify the supporting details in the text.
- When your students are done, have them explain why the details support their answers for the third and fourth questions.
- Give your students the John Muir Detective Reading worksheet to complete.
- Highlight or color code the sections of the text that correspond to each question in the John Muir text (i.e., a pink highlighted section of text will lead ELs to be able to answer question one, a blue highlighted section of text will lead ELs to answer question two, and so on).
- Assign ELs a partner who speaks the same language, and have them first describe in their L1 one possible answer to the question on the John Muir text.
- Read aloud the text to the students for the first reading, pausing to clarify tricky vocabulary and nuanced sentences. Then have ELs read the text a second time with a partner, before they read it independently for the third read.
- Provide learners with a sentence stem to help them justify their answers orally: "These supporting details provide evidence that my answer is correct because ____."
- Allow ELs additional time to complete the John Muir reading comprehension task.
- Give students a more advanced informational text to read, such as a summary of why the sky is blue. Ask questions that require scientific facts as supporting details.
- Give your students a lower-level informational text to read, such as the history of how paper is made. Ask questions that summarize the process of how paper is made.
- Distribute an index card to each student. Write the following question on the board: How and why did John Muir create the Sierra Club?
- Have students answer the question on an index card, before sharing and comparing their answer to a partner.
- Invite a few partnerships to share their responses to the question, demonstrating the details in the text that support their answer. Collect the index cards as exit tickets to gauge students' understanding.
- Provide this sentence stem to aid students in answering the question: "John Muir created the Sierra Club when his editor ____. He created the club for people to __."
- Allow students to complete the assessment with a partner.
Review and closing(5 minutes)
- Ask students: Why do you think it is important and helpful to be detectives when they read?
- Have students discuss this question in groups of three or four, before sharing their biggest takeaways in a whole group discussion.
- Allow students to respond to the discussion prompt in their L1 if applicable.
- Provide sentence stems to help ELs engage in the closing discussion: "It is important to be a detective when I read because ____. Being a detective means looking for clues to solve a mystery or problem, so I must look for ____ when I read in order to ____."