Reading+Mini-Lesson

Grade: 4

Time: 15 minutes

Standards: 3.1.4 G. Comprehension Skills and Response to Text 3. Cite evidence from text to support conclusions.

Objectives: The students will demonstrate comprehension of the text by citing evidence to confirm their predictions.

Materials: //The Junkyard Wonders// by Patricia Polacco Chart of predictions from previous lesson

Lesson Sequence: · Anticipatory Set: o “Students, who remembers the book I read yesterday where we discussed our predictions of what we thought the book would be about? Do you remember the chart we made with the predictions?” · State objective and purpose: o “Today we will be using those predictions along with the text of //The Junkyard Wonders// to determine if our predictions were confirmed or if we had to tweak them. By doing this, we learn to pay close attention to a story’s text and draw from previous knowledge.” · Teach and Model: o The first prediction on the chart will be the prediction I made. I will read this prediction aloud to students. “While reading the story, I found one place that confirmed my prediction.” I will then find the section in my book and read it aloud to the class. “Unlike with my prediction, sometimes the text does not confirm out predictions. This does not mean your predictions were wrong though, it solely means that you and the author had a different train of thought about the story. I’ve made many predictions that were not confirmed through the text. We are going to see if the rest of our predictions made can be confirmed.” · Guided Practice: o Read aloud the next prediction and ask students if they can recall a place in the text that confirmed the prediction. Repeat with other predictions. o “As you can see, some predictions were confirmed and some were close to being confirmed. Many times we use the picture on the cover of a book to make a prediction. The cover of //The Junkyard Wonders// does not give much away about the story and therefore is deceiving to its readers. That is okay, it just allows your imagination to create differently than the author or illustrators. Other times we can make predictions during our reading, as I had you do yesterday. These predictions draw from previous knowledge of the story and anticipation or hope of what will happen next.” · Independent Practice: o “Before you being reading for independent reading today I would like all of you to make a prediction about what you think will happen next in your book. Write this prediction down in your reading notebook so you don’t forget it. If you are beginning a new book today, look at only the cover to make your prediction. Once you have formed a prediction, you may begin reading. When you find a section of your book that confirms your prediction, write down the page and quote under your prediction in your reading notebook. If there is a part of text that makes you think your prediction will not be confirmed, write that down also. We are practicing paying close attention to the text in our books.” · Closure: o “By using our close reading skills and comprehension of a text, we can all make predictions and know if they were confirmed. Go make your predictions and begin your independent reading!” · Assessment: o I will know students are able to cite evidence from the text by walking around and having conversations with individual students during independent reading. I will look at their reading notebooks to see their prediction and ask if they have found if it was confirmed.