November 22, 2016
by Laura Gonzalez

Lesson plan

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Do you need extra help for EL students? Try the Exploring Reflexive Pronouns pre-lesson.
EL Adjustments
Do you need extra help for EL students? Try the Exploring Reflexive Pronouns pre-lesson.

Students will be able to read grade-level text with purpose and understanding.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(5 minutes)
  • Gather students on the rug and introduce the book for today’s think-aloud/read-aloud. Tell students that you are going to get your brain ready to read before reading by previewing the book, and today you will show them one way to do this.
  • Tell them that as a reader previews a book, their mind naturally asks questions, makes predictions, and scans for some words that might be challenging. Write the words "prediction," "question," and "problem" on the board. Their job today is to notice when their mind does these things!
(15 minutes)
  • Show them the sticky notes you have ready with the symbol for predictions (...), questions (?), and problems (P). Then preview the book, stopping along the way to make at least one prediction, ask a question, and wonder about an unknown word. Show students how to put a sticky note on the page where these thoughts took place.
  • After you are done, read the book aloud, stopping at each sticky note to reflect on your prediction, question, and problem.
(5 minutes)

Send each student off with their choice of book and three sticky notes, one each for a prediction, a question, and a problem word. Tell them that they might notice more predictions, questions, or problems, but to only mark three today. They should be ready to share their thinking when they are finished.

(15 minutes)

Students should quietly read their book, placing their sticky notes along the way.

  • Students who may need more support may benefit from having their sticky notes ready with the symbols already drawn on them.
  • All students should be reading books at their own level.
(15 minutes)
  • Circulate as students are reading and have them tell you about each sticky note that they placed.
  • Optional extension: Have students transfer their sticky notes from their book to their reading journals or the previewing worksheet and write out what they thought about as they were reading. This writing also provides a great assessment for the teacher.
(10 minutes)

Pair students up and have them take turns sharing what they thought about as they placed each sticky note.

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