Lesson Plan:

Readers Record Their Thinking

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October 29, 2016
by Ellberg
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Grade
Standards
October 29, 2016
by Ellberg

Learning Objectives

Students will be able to use sticky notes to record their thinking while reading and talk about their thinking with a partner.

Lesson

Introduction (5 minutes)

  • Pick a grade-appropriate book you that is familiar to the class-something you may have read a couple of times in class and is a quick read aloud (like No, David!). You will have already gone through the book and marked three pages with sticky notes using the symbols on the chart.
  • Tell students that you are going to read a story that is familiar to them, but this time you took notes to record your thinking while you read. And that is what they are going to do today: Use sticky notes to record their thoughts and feelings as they read and then share with a partner.

Explicit Instruction/Teacher Modeling (10 minutes)

  • Show students a chart where you have stuck sticky notes with symbols next to what the symbol represents. For example: A heart for favorite part, an exclamation mark for an exciting part.
  • Go over the chart.
  • Start reading the book and stop to think at the pages you have marked with a sticky note. For example: I put a sticky note with a heart here because this was my favorite part. I put a sticky here with a question mark because I was wondering about….

Guided Practice/Interactive Modeling (5 minutes)

  • Model one page in the same book (that is, without a sticky note) and think out loud as you read the page. For example: Hmmm. I think this page is really funny. I might put a sticky with a smiley face here so that I can remember to share this with my partner later.

Independent Working Time (15 minutes)

  • Ask students to go back to their desks with their book bags/boxes or familiar books and pick one book they will want to record their thinking on and one they will want to share with a partner.
  • Give students 3 sticky notes each to record their thinking.
  • Walk around and check in with students. Share a few students with the rest of the class that are exemplars.

Extend

Differentiation

  • Enrichment For advanced students, let them take notes. Spend a few minutes with them individually and show them how to write a quick note or some words on their sticky note or on a separate piece of paper.

  • Support For students who need support or language learners, practice sentence stems with them before they share with partners. For example: My book was called ____. This part was ____. I put a sticky here because ____.

Review

Assessment (5 minutes)

  • As students are reading and taking notes walk around and take an informal assessment of what they are marking.
  • You may use this lesson multiple days and pick 3 to 4 focus students to check in with informally and talk to them about their sticky notes and why they chose the pages they chose, etc.

Review and Closing (10 minutes)

  • Have students meet with their reading partner (they may choose or you may choose one for them) and talk to their partner about the book they chose.
  • Have them share the book title and the three sticky notes with their partner, each taking turns sharing.
  • Walk around and check in with partners. Pick a couple of partners to share with the rest of the class.

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