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First Grade
Reading & writing
Sticky Reading Comprehension
September 4, 2015
|
by Brittany Russell

Lesson plan

Sticky Reading Comprehension

by Brittany Russell
Download lesson plan
Do you need extra help for EL students? Try the Stop and Jot! pre-lesson.
EL Adjustments
Grade
First GradeSecond Grade
Subject
Reading & writingReading FictionFiction ComprehensionFiction Comprehension QuestionsMore Fiction Comprehension QuestionsRetelling Fiction Stories
View aligned standards
RL.1.2 RL.2.2 RL.2.10
English Language Arts and Reading Kindergarten K.6.D K.5.I Grade 1 1.7.D 1.6.I Grade 2 2.7.D 2.6.I Grade 3 3.7.D 3.6.I
English Kindergarten R.K.8.e Grade One CM.1.2.b R.1.9.g Grade Two CM.2.1.i R.2.7.g Grade Three R.3.5.g

No standards associated with this content.

English Language Arts Kindergarten 2.4.C.1 4.1.B.1 5.2.B.1 Grade 1 2.2.A.3 2.2.B.2 2.2.B.3 2.4.C.2 Grade 2 2.2.B.2 Grade 3 2.3.B.1 5.1.A.2
English Foundation Year ACELT1580.c ACELY1646.b ACELY1650.c Year 2 ACELY1670.e Year 3 ACELY1675.c ACELY1680.e Year 1 ACELT1586.c ACELY1660.g
English Foundation RV.VCELY153.3 W.VCELT159.3 SL.VCELY174.2 Level 2 RV.VCELY222.5 Level 3 RV.VCELY255.3 RV.VCELY257.5 Level 1 RV.VCELY186.7 W.VCELT192.3

Which set of standards are you looking for?

Do you need extra help for EL students? Try the Stop and Jot! pre-lesson.

Learning Objectives

Students will be able to retell key details from a story.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments

Introduction

(5 minutes)
  • Choose the reading material to utilize, such as a book you have read with the class recently.
  • Pass out a stack of sticky notes to the students.
  • Explain to the students that reading comprehension is the ability to understand and recall what was read.
  • Show students an example of a doodle, or sketch. Explain to them that it only takes a few seconds to compose a doodle.
  • Explain to your students that for each page of the text that they read, they will compose little doodles on a sticky note that will remain stuck to that page.

Explicit Instruction/Teacher modeling

(5 minutes)
  • Describe what makes up a good doodle. For example, if the text says, "The boy was extremely sad to discover that he was not going to be able to play both basketball and football due to a schedule conflict," the doodle could be a boy with a sad face, a basketball, a football, and a calendar.
  • Instruct your students to notice key details and remember them through their own perspectives.

Guided Practice

(20 minutes)
  • Read the text aloud or have your students read the text aloud (depending on the text), and give the students a few minutes to compose their doodles and reflect on what they just read.
  • Ask students to pair up and do a think-pair-share, using the following prompts for support and to spark in-depth discussion:
    • I chose to draw ____ because ____.
    • I connect to your drawing of ____because ____.
    • Your picture reminds me of the ____ of the story.

Independent working time

(10 minutes)
  • Instruct students to read a few more pages independently and compose their sketches or doodles to describe what they read on that page.
  • Make sure that they do not spend longer than about two minutes on a sketch.
Download to read more

Differentiation

Enrichment: Have the students draw one sticky note per chapter so that they are summarizing a larger portion of material.

Support: Modify the lesson by having your students draw one sticky note per paragraph. Using smaller sections will help them gain practice in summarizing and comprehending text.

Assessment

(10 minutes)
  • At the conclusion of the reading, have your students turn back to the first page they read.
  • Ask your students to retell the story based on their sketches.
  • Alternatively, have your students recall the main events, characters, problems/solutions, key facts learned, sequence, etc. from the text.

Review and closing

(5 minutes)
  • Ask the students if they feel like they were able to remember more of what they read.
  • Have one student show her sketches to the rest of the class and explain the story using those sketches.

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