Measurable Lesson Objectives:
• Objective 1 – Given a teacher think aloud of determining importance while reading an informational text, students will record at least three to five important facts on post-it-notes and place them accurately on the class important versus interesting chart.
• Objective 2 – Given a read works article, students will record at least three to five facts on their important versus interesting chart.
Resources & Materials:
• The Monster Health Book: A Guide to Eating Healthy, Being Active & Feeling Great for Monsters & Kids by Edward Miller
• Pencils and post-it-notes
• Important versus interesting class chart and student copies
• Read Works – Students Get Healthy
• Read Works – Healthy Plates
• Reading Codes …show more content…
Text features: fonts, effects, signal words or phrases, illustrations or photographs, graphics, text organizers, structures, captions, headings and subheadings
4. Decide how to read (I Do)
a. Think about why you want to read the text that is in front of you
i. Are there any parts that can be skipped? (unrelated) pg. 30 – 40 ii. Are there any parts that can be scanned? (interesting) pg. 5, 27-29 iii. When should you quit reading? (after scan or during the reading if there is no relevant information)
Day 2
5. Important versus Interesting (I Do)
a. Important (repeated, text features)
i. Does the information match the topic mentioned in the title ii. Does the information correspond to bold words iii. Does the information help you understand the topic of the text iv. Do the text features give you a clue as to what’s important in the text
b. Interesting (supports, question)
i. Does the information matter ii. Does the information relate to the topic iii. Does someone else feel the same way or is there a disagreement iv. Can we understand the topic without this information
c. As we read and take notes we need to add them to our class chart and eventually your our chart to help organize your ideas.
i. Important – information from the
• Objective 1 – Given a teacher think aloud of determining importance while reading an informational text, students will record at least three to five important facts on post-it-notes and place them accurately on the class important versus interesting chart.
• Objective 2 – Given a read works article, students will record at least three to five facts on their important versus interesting chart.
Resources & Materials:
• The Monster Health Book: A Guide to Eating Healthy, Being Active & Feeling Great for Monsters & Kids by Edward Miller
• Pencils and post-it-notes
• Important versus interesting class chart and student copies
• Read Works – Students Get Healthy
• Read Works – Healthy Plates
• Reading Codes …show more content…
Text features: fonts, effects, signal words or phrases, illustrations or photographs, graphics, text organizers, structures, captions, headings and subheadings
4. Decide how to read (I Do)
a. Think about why you want to read the text that is in front of you
i. Are there any parts that can be skipped? (unrelated) pg. 30 – 40 ii. Are there any parts that can be scanned? (interesting) pg. 5, 27-29 iii. When should you quit reading? (after scan or during the reading if there is no relevant information)
Day 2
5. Important versus Interesting (I Do)
a. Important (repeated, text features)
i. Does the information match the topic mentioned in the title ii. Does the information correspond to bold words iii. Does the information help you understand the topic of the text iv. Do the text features give you a clue as to what’s important in the text
b. Interesting (supports, question)
i. Does the information matter ii. Does the information relate to the topic iii. Does someone else feel the same way or is there a disagreement iv. Can we understand the topic without this information
c. As we read and take notes we need to add them to our class chart and eventually your our chart to help organize your ideas.
i. Important – information from the