Instructional Strategies Assignment

Instructional Strategies Assignment Karen Massey-Cerda Dr.Moorman RE 5730

Strategy: Predict O Gram

Johns, J. L. (2001). Improving reading:strategies and resources. Dubuque, Iowa: Kendall/Hunt Publishing Company.

The Predict O Gram is a graphic organizer / classification chart that uses story structure to help the student to predict and form a schema about what the story will be about. The teacher selects a story that students have not heard or read and chooses several key words or phrases from different parts of the story. A list of these words and a chart of the major story parts are displayed for students to see (These include Characters/Setting/Plot-Action/Problem-Goal/Solution/ and Other Things if they do not appear to fit anywhere else and may be details). The students then come up and place the words or phrases in the appropriate category that they predict they will fall into in the chosen text. During reading the students are then told to listen carefully for these words and phrases as they appear in the story. After reading the students refer to the predict o gram to find out how their predictions compare to the text. Students then find the words and support their finding s with the text. Necessary changes can then be made and noted. Students can then fill on their own ‘Predict O Gram follow up Story O Gram sheet with the appropriate words and phrases. The focus for this activity is also how the story elements all support the main idea to complete the story.

I would use this strategy as a before and after reading activity for my literature circles and for the weekly basal reader. It would be useful as the year progresses to provide scaffolding for main idea and detail in texts and extend prediction skills. I would use it to introduce different genre stories and compare and contrast the story elements of contrasting genres. I think that this strategy could be easily adapted for informational texts using topic instead of characters and focusing on content vocabulary definitions. With this type of Predict O Gram students would see the link between reading and writing and build vocabulary usage and develop understanding of different meaning of words in various contexts.

Strategy: Somebody/Wanted/But/Then/So

F r o s t , S , B u h l e , R , & B l a c k o w i c z , C . ( 2 0 0 9 ) . E f f e c t i v e l i t e r a c y c o a c h i n g : b u i l d i n g e x p e r t i s e a n d a c u l t u r e o f l i t e r a c y . A S C D

This after reading strategy helps students write a well-developed summary of a story. Originally created by MacOn, Bewell and Vogt, 1991, the structure guides students to focus on the beginning, middle and end of the story. The teacher divides a chart into squares with one word labeled per square. A familiar story is chosen, such as Goldilocks and the Three Bears. Students use this strategy to tell the whole story. The five key words are used as a framework to enable students to summarize a text. Questions to guide students can be as follows: Who was the ‘somebody’ in the story? What did the ‘somebody’ want? But what happened instead? Then what happened? So what happened in the end? Teachers can add the additional component of ‘Finally’ especially when studying more complex novels with greater plot divergences. This summarizing strategy is also useful because students need to focus on the various story elements (characters, plot, conflict, and resolution) to be able to write this summary. This strategy also exercises understanding of main idea and details in story.

I would model this strategy with the whole class first on texts that we have all read. For example students could use this strategy to summarize the text Whales on Stilts which has a clear character, problem and solution and a plan devised to save the world. This text lends itself to successful application of this strategy for students. This strategy could also be adapted for use with information texts as well where students can identify Somebody/Something, Purpose/Wanted, But, Then, So. Students could use this strategy with biographies but also include the component of writing evidence from the text to support each part of the strategy.

Strategy: Anticipation Guides.

Buehl, D. (2009). Classroom strategies for interactive learning. Newark, Delaware: International Reading Association.

Anticipation guides are strategies that hint at the major ideas in a text that students will interact with. The hints are in the form of questions or statements that students have to answer that activate their prior knowledge, thoughts and opinions. Anticipation guides enable students to interact with the teacher and support their prior knowledge about key concepts that will be presented in the text. They can also discuss in groups their responses and explain their thought process and choices. Anticipation guides are especially effective in setting a clear purpose for reading, arousing interest and encouraging higher order thinking. Above all they provide high motivation before reading begins. The anticipation guide is used subtly during reading as students often look back at their responses as they read the text. The anticipation guide is then used after reading to evaluate students’ preconceived knowledge and adjust it if there are misconceptions. This strategy also provides a tool for assessment purposes to ascertain the level of comprehension of a text and if the major ideas have been understood.

I could use this strategy in my classroom across all content areas. It would be interesting to create anticipation guides about selections about famous people. Discussions about preconceived ideas about topics with third graders are always fascinating and this strategy would provide a clear window into their thinking and background knowledge. It would also give students a clear purpose for reading which I think is lacking when we have to do so much test preparation passages. This strategy would also be effective in content areas such as the topics volcanoes and in science for the human body. It would be interesting to complete anticipation guides on lessons with texts about global awareness about other countries. I would like to use this type of strategy with selections about the internet to see what students think they understand about the internet and its uses.

Strategy: Circle Map

Hyerle, D. (1995). Thinking maps:tools for learning. Cary, North Carolina: Thinking Maps, Inc.

This strategy is from the Thinking Maps website. Thinking maps are visual-verbal learning tools based on different thinking processes. The manual describes them as ‘combining the flexibility of brainstorm webs, with the structure of task-specific graphic organizers’. Circle Maps are for defining in context, and asking the question “What do you know about…….” similar to the ‘K’ (know) of a KWL chart. Essentially they are a brainstorming organizer completed before a topic or reading to ascertain students prior knowledge. The center circle is used to represent the topic by name, symbol or idea. The outer circle is where students write or draw information that puts this in context. Students and the teacher record this prior knowledge on the circle map. The teacher is given a clear baseline assessment to guide instruction. The circle map also provides a focus for gaps in student learning and any misconceptions about the subject that need to be addressed. This type of organizer can also be extended by adding a square frame around it where the teacher can record where the students got their prior knowledge from and discuss influences and beliefs.

I use this type of graphic organizer almost daily across all curriculum areas. I often use it as a before reading activity with guided reading. It is extremely beneficial as a mini map for vocabulary words with ELL students. Brainstorming definitions and a context for them helps with my comprehension of texts where they read with good accuracy and fluency but vocabulary is a road block. Next week our book focus is on the Statue of Liberty. I will complete a circle map as a before reading activity to discover students prior knowledge about the statue. I will include the frame because I am often curious about the sources of their knowledge. I have found that using a circle map at the beginning of a new topic in math has provide great discussion and information about what concepts students understand and how there are often several ways to problem solve in math.

Strategy: K-W-L Plus (Know/Want to Know/Learned)

Buehl, D. (2009). Classroom strategies for interactive learning. Newark, Delaware: International Reading Association.

This before, during and reading strategy is used in many classrooms as part of instruction. This chart defines what a student knows, wants to know and has learned. This chart can be completed as part of whole group, small group or individual and partner instruction. If students were studying the solar system, they would first list in the ‘K’ section what they know. The ‘W’ section lists any questions that they have about the topic that they want to explore. After learning or reading about the solar system, students would return to the ‘L’ section and list any new information that they have learned. The plus section of this chart occurs when students use the information on the KWL to categorize their learning and complete an activity that reflects this. A concept map may be produced and students may produce a brochure, power point or narrative about the topic.

I often use KWL charts in my classroom as a whole class activity. Students have also completed these charts in cooperative groups before, during and after guided reading, social studies and science topics. Buhl’s ‘Plus’ section of the chart is something that I have not used as part of the KWL and it would definitely benefit my instruction in third grade, especially in the content areas. I have often completed the categorization as part of the writing process and paragraph organization. By utilizing the concept map students can already have information purposefully organized for a future project. I would use this strategy for an upcoming project on biographies about George Washington and Abraham Lincoln. After completion of the KWL chart then the concept map can reflect categories such as accomplishments, family, education and earlier life. Strategy: Jigsaw

Jigsaw classroom. (2011,February 1). Retrievedfrom http://www.jigsaw.org/

This during reading strategy first introduced by Elliot Aronson in the 1970’s is when students are organized into cooperative ‘jigsaw’ groups. A selection of instructional level texts is chosen on a topic such as the rainforest. Students are assigned a ‘home group’ of 3-5 students with a range of reading abilities. Each student in the group is assigned one of the texts which could be magazines, brochures, books, web pages or different chapters in a book. ‘Expert’ groups are then created by the teacher that consists of students across the ‘home groups’ who will read the same selection. This jigsaw task is beneficial if the teacher provides a series of questions to help the ‘expert groups’ gather their information effectively. Once this has been completed, students return to their ‘home groups’ and each ‘expert’ reports on the information learned, teaching it to the other members of the group. The teacher can aid in the success of this jigsaw task by providing a graphic organizer for each group where they can combine their notes and concepts learned from the material selected. The jigsaw website notes that this strategy is ‘a remarkably efficient way to learn material…the process encourages listening, engagement and empathy’. This strategy ensures that students are accountable for their learning.

I would use this strategy to introduce topics such as Oceans. My basket of books selection of scholastic news, websites and text around this theme could be used to powerfully teach a lot of information effectively. It would greatly enhance understanding because the students have to ‘teach’ other students their knowledge which quickly determines their level of comprehension. This during reading activity could also be used for author study, legends and fairy tales. Students could be assigned different legends to read and then teach their jigsaw groups about the common components of legends. Knowledge can be merges into a graphic organizer divided into sections covering character, setting and types of events. Groups could then devise their own definition of what a legend is and present it as a poster displaying the common characteristics. I think that I could also use this strategy as a review strategy of math concepts such as multiplication. Expert students could be responsible for commutative property of multiplication, distributive and associative property and patterns in multiplication using classroom materials. This would extend my use of two math leaders in the classroom per day who take turns to model strategies and maximize student learning.

Strategy: Question Answer Relationship (QAR) Project CRISS.(2011, February 22). Retrieved from http://www.projectcriss.com/

This after reading strategy, designed originally by Taffy Raphael (1983), helps students to understand the different types of questions that can be posed about a selection. It enables students to categorize these questions and also organize how they are to analyze and think about a question. Four types of questions are explored using this strategy: ‘Right there’ questions that can be found directly from the text. ‘Think and search’ questions are where students have to read different parts of the text to create meaning. ‘Author and you’ questions are those that are based on the text but students must relate it to their own life and make a meaningful connection in order to answer the question. Often the most difficult are the higher level thinking ‘on my own’ questions which require students to have read the text but must use their prior knowledge to answer the question and link it to the text. The CRISS website offers the example of using a model text, such as Goldilocks and discussing the types of questions such as: Right There: Where were the Bears when Goldilocks went to their house? Think and Search: What things did Goldilocks do in the Bears’ house? In what ways did Goldilocks trespass in the Bears’ house? Author and You: What kind of girl is Goldilocks? Be prepared to support your answer. Discuss whether Goldilocks is/is not a juvenile delinquent. On My Own: Discuss if it is ever right to infringe on the rights of other people? Discuss whether it is ever right to help yourself to other people’s possessions (global, thematic questions which go beyond the text). Once students understand the types of questions they can read different texts as part of guided instruction, to create their own types of questions using these categories. Students can then share their questions and critically analyze them to ensure they are correctly categorized. I have modeled and used this strategy in my third grade classroom. We use the headings ‘In the Text’, ‘In my Head’, ‘Author and Me’ and ‘On my Own’ and students are well aware of the type of questions that are most difficult to answer; what we have labeled as the ‘in your brain’ questions. However I have not had students create their own questions which would indicate comprehension far more effectively. I will plan to use this strategy as suggested using texts from the same author. I would incorporate the use of a foldable with heading for the QAR questions for each group to collaborate on. I may begin with two of the QAR type questions and reflect on the learning and then build up to creating questions based on the four categories.

Strategy: Paired or partner reading

Paired or Partner Reading. (2011, February 28).Retrieved from http://www.readingrockets.org/strategies/paired_reading

The paired reading strategy occurs during reading. It is used to increase fluency and can be used with any text. Students can be paired with similar reading levels or can be paired as part of a book buddy program with more fluent readers. Before beginning this strategy it is important for the teacher to model expected behaviors and expectations. Students need to understand who will read first and when to continue and whether they will read a paragraph or a page. They also need to understand how to ask appropriate questions to each other about the text. Students also need scaffolding techniques to try with each other if they come to a word that they are having difficulty reading.

I used this strategy when I was in Kindergarten with reading buddies from the upper grades which was very successful. In third grade I use this strategy after I have first read the basal text aloud to the class. It is often an above grade level text and pairing a high level reader with a lower level reader is beneficial. I have found that this strategy can take multiple modeling, depending on the type of children that you have. It is certainly an acquired skill for a student to listen attentively and ask questions about the text to ensure understanding. However, students very much enjoy this activity and having focused questions on cards to ask ensure active engagement. I also use this strategy in the poetry station and when we have plays to read aloud. This is highly motivating for the students. I have recently made up some paired reading bookmarks where I have listed questions to ask and how to sit when students read. For example, sit next to each other, ear to ear, facing in opposite directions. I then give directions on what to read, when to ask a question and then to swap roles. I hope that this will enable this strategy to work more effectively with third grade students.

Strategy: Directed reading Thinking Activity (DRTA) Johns, J. L. (2001). Improving reading:strategies and resources. Dubuque, Iowa: Kendall/Hunt Publishing Company.

With this strategy the teacher selects a text that students have not read. Students are shown the title of the book and asked ‘What do you think this story will be about?’ This strategy is extremely effective in exercising comprehension. Students are encouraged to use their prior knowledge to make predictions about the story. The teacher then records these predictions on chart paper or whiteboard. Students then read a portion of the text and a stopping point is chosen that gives the students enough of the story to have a sense of the problem or conflict but not revealing the solution. After students have read and stopped at the predetermined point questions can be asks such as ‘What has just happened?’, ‘What do you think will happen next?’, and ‘Why do you think so?’ Students can then complete a thinking chart where they write their ideas in answer to these questions. Students are encouraged to justify their predictions with evidence from the story and share with their group members. The DRTA process is repeated once or twice more during the story. Students again use their thinking charts for their ideas. I was introduced to this strategy as part of the graduate reading program and it is a powerful strategy to exercise comprehension and not just test it. It activates prior knowledge and forms a clear purpose for reading. I use this strategy as part of my shared, paired and guided reading instruction. It quickly gives me a baseline of prior knowledge and I can assess why some students have difficulty making predictions. My third grade students are highly motivated to share their predictions and enjoy the challenge of justifying their ideas. Above all they have a clear purpose for reading. I have also used the DRTA for content areas, using a chart that students complete. Instead of stopping points, students first skim through the book, and they are asked to generate questions that they think the text will answer. Students also have to predict what they think the answer may be and check their hypotheses as they read. As the student reads and an answer is found to their question, it is added to the chart. Unanswered questions provide a focus for further research. For example, a book about Cheetahs may generate the question ‘How do cheetah’s hunt?’ The student can then check their hypothesis against a prediction such as ‘I think they hunt in packs’.

Strategy: Compare and contrast (Venn diagram) Instructional strategies online. (2011, March 3). Retrieved from http://olc.spsd.sk.ca/DE/PD/instr/strats/compareconstrast/index.html

This during and after reading strategy is used to contrast similarities and differences between two things. It involves the use of classification and can be used to teach vocabulary, characteristics and any texts that lend themselves to comparison or contrasts between ideas or story elements. It is often presented in the form of a graphic organizer such as a Venn diagram. With this type of graphic organizer students can listen, view or read text and use the Venn diagram to compare and contrast two types of concepts or ideas. It aids in the clarification of ideas and thinking. Contrasting ideas (differences) are written in the two contrasting circles of the Venn diagram. Each circle is labeled with the name of one of the things being compared. Where the circle overlaps in the center is where students ‘compare’ and write in if the two ideas have similarities. I often use this strategy in my classroom as part of my guided reading and whole group instruction. It is also useful as part of the content areas. Students have compared themselves to fictional or non fictional characters. We have also used it to compare and contrast different characters, setting and conflict in different basal texts. I am planning to use this strategy for my upcoming unit on biographies, comparing and contrasting George Washington and Abraham Lincoln. This type of strategy could then also be used to develop the skill of making generalizations based on the concepts that fall into each part of the Venn diagram. It should also provide a means of organizing student’s ideas when they have to write about similarities and differences of ideas, people and places. Karen Massey-Cerda RE 5730 Instructional Strategy Lesson Plans

Lesson One (3 rd Grade)

Name of Strategy:

Somebody/Wanted/But/Then/So/Finally

Source :

Text students will read :

Anderson, M. (2006). Whales on stilts. Orlando: Harcourt Childrens Books.

Explanation of Strategy :

This after reading strategy helps students write a well-developed summary of a story. Originally created by MacOn, Bewell and Vogt, 1991, the structure guides students to focus on the beginning, middle and end of the story. Students need to focus on the various story elements (characters, plot, conflict, and resolution) to be able to write this summary. The five key words are used as a framework to enable students to summarize a text. Questions to guide students can be as follows: Who was the ‘somebody’ in the story? What did the ‘somebody’ want? But what happened instead? ‘Then what happened?’ So what finally happened at the end? NCDPI Curriculum Competency Goals:

2.02 Interact with the text before, during, and after reading, listening, or viewing by:  Setting a purpose.  Asking questions.  Locating information for specific purposes.  Making connections.  Using story structure and text organization to comprehend.

2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:  Sequence. 2.06 Summarize main idea(s) from written or spoken texts using succinct language.

Competency Goal The learner will apply strategies and skills to create oral, 4 written, and visual texts. 4.02 Use oral and written language to:  Present information in a sequenced, logical manner.

Competency The learner will apply grammar and language conventions to Goal 5 communicate effectively.

 5.01 Use correct capitalization (e.g., geographical place names, holidays, special events, titles) and punctuation (e.g., commas in greetings, dates, city and state; underlining book titles; periods after initials and abbreviated titles; apostrophes in contractions). 5.02 Use correct subject/verb agreement.

Lesson Plan

This lesson is intended for use as part of a unit on genre study. The strategy used is an ‘after reading’ activity to be used to develop the ability to summarize a fiction text.

This strategy can be used as part of whole group and small group instruction. It is also suitable for students to complete as partners once they have seen the strategy modeled several times. For this lesson the strategy will be used as part of whole class instruction. Introduction of strategy The teacher begins by discussing with students how the class likes to review books and summarize them for other students. The students are then told that the purpose of this lesson is to teach them a way that they could retell an entire story and it not take as long as recalling everything in the text. (Students will have had some previous exposure to the comprehension skill of ‘main idea’ and the difference between this and details in a story).

The teacher begins by introducing and modeling the strategy to students. The teacher discusses but does not read the familiar story of Goldilocks and the Three Bears. The teacher outlines how the class will summarize this entire story using five key words as a framework. The teacher divides a chart into six squares and writes the following words, one per square: ‘Somebody’, ‘Wanted’, ‘But’, ‘Then’, ‘So’ and ‘Finally’. Explain to the children the purpose of this framework; that they will use this strategy to tell the whole story. The teacher then uses the following questions to guide students : Who was the ‘somebody’ in the story? (Usually the main character) What did the ‘somebody’ want? ( Students are examining events, plot and main idea and details) But what happened instead? (The conflict) Then what happened? (Event) So what finally happened at the end? (The resolution)

Suggested Model: Somebody :Goldilocks Wanted: To eat some porridge at the three bears house But: Mama’s was too cold and Papa’s was too hot Then: She ate all of Baby Bear’s porridge and fell asleep So: The bears came home and found her asleep

Optional section: Finally: Goldilocks woke up and saw the bears. She screamed and ran out of the house and never came back.

The teacher then focuses on the novel Whales on Stilts by M.T. Anderson. This text has been read aloud to the class during previous shared reading sessions. The teacher reviews the text by discussing with students the characters, setting and events in the story. Students are then asked to apply this strategy to this text. Working in groups, they complete their own individual somebody/wanted/but/then/so/finally chart and write a statement for each section to summarize the novel. The teacher indicates that students may also illustrate each statement made.

During this part of the lesson, the teacher continues to work with lower ability students and ELL students to support their framework through discussion and remodeling as necessary.

Plenary:

Students present their summarizations orally to the class for review and reflection. The students discuss the following open ended questions:

 What was easy, just right or challenging for them? Explain why?  What did you have to think about as you summarized?  How does this activity help you become a better reader?

Extension Activities

 This strategy is also an excellent opportunity to teach different points of view. Student can return to a fiction text they have read and select a different character to use for this strategy. Texts with multiple characters offer readers an opportunity to understand different points of view.

 This strategy can be adapted for informational texts and biographies. Students can use the following framework:  Something/Somebody…..  Purpose/wanted…  But…  So….

Example:  Somebody: Anne Frank  Wanted: To hide from the Nazis  But: Someone turned her in  So: She died in a concentration camp

Lesson Materials

Comprehension Strategy: Summarizing.

Somebody Wanted But

Then So Finally Comprehension Strategy for Information Texts: Summarizing

Somebody/Something… Purpose But

Then So Finally

Lesson Implementation and Reflection This strategy provided a useful framework for the students to hook onto in order to summarize a story and enabled the lesson objectives to be met. The students quickly and successfully applied the strategy to summarize the simple text of Goldilocks and the Three Bears. They began the summary of Whales on Stilts with great enthusiasm. The first three parts of this strategy were relatively easy to record for the students, including my lower ability students. They had a clear purpose and excitedly discussed the statements they would write for each part of the strategy. However, once they reached the ‘Then’ and ‘So’ parts, it was more of a challenge. Several plot lines diverged in the story, with the main characters in separate settings, devising different plans to prevent the whales from attacking. This was one of the main reasons that I adapted this strategy to include the ‘Finally’ section. This caused much discussion amongst my groups, with some students commenting that “I am already up to the ‘So’ part and I have not told the whole story. I am running out of space”. At this stage in the lesson I decided to pause and the students talked the events out again with each other and the text to make a final decision. It was beneficial to share the difficult parts and subplots and then return to the task. Students had discussed and justified their ideas and clarified exactly how they would write these more challenging parts. The students all agreed that this strategy is more difficult with a novel with several plot lines. I provided support to my ELL students by discussing and scribing parts of the strategy with them and remodeling as necessary. This activity provided my students with discussion about character motivation and differences. Not only did this strategy provide scaffolding for summarizing for writing or oral presentation, it also helped with main idea and details, recognizing cause and effect relationships, making generalizations, identifying character differences and points of view. These are many of the reading skills that I have to teach daily as part of the third grade curriculum and this strategy exercised many of them. If I was to implement this lesson again, I think I would do more cooperative group work beforehand, each working with a familiar text and recording as a group on a large sheet. My lower ability students would benefit from using simpler texts and only the five components of someone/wanted/but/then/so. This would provide multiple opportunities to apply the strategy. I would then have students apply these skills to their own individual someone/wanted/but/then/so/finally’ sheet with more complex texts in later reading sessions. I would also use this strategy again with a different character in the novel, such as Larry, the whale-human hybrid who wants to take over the world. This would provide an interesting comparison of character and introduction of point of view. It would also be useful for information texts that they have read in class too. This strategy is one that teachers need to revisit throughout the year in order to increase the students’ ability to summarize a variety of texts.

Lesson Two (Third Grade) Name of Strategy: Compare and contrast (Venn diagram) Source:

Instructional strategies online. (2011, March 3). Retrieved fromhttp://olc.spsd.sk.ca/DE/PD/instr/strats/compareconstrast/index.html

Text Students will read:

Wiles, D. (2002). Love, ruby lavender .Orlando, Florida: Gulliver Books, Harcourt Inc.

Explanation of Strategy: This during and after reading strategy is used to contrast similarities and differences between two things. It involves the use of classification and can be used to teach vocabulary, characteristics and any texts that lend themselves to comparison or contrasts between ideas or story elements. It is often presented in the form of a graphic organizer such as a Venn diagram. With this type of graphic organizer students can listen, view or read text and use the Venn diagram to compare and contrast two types of concepts or ideas. It aids in the clarification of ideas and thinking. Each circle is labeled with the name of one of the things being compared. Where the circle overlaps in the center is where students ‘compare’ and write in if the two ideas have similarities.

NCDPI Curriculum Competency Goals:

2.02 Interact with the text before, during, and after reading, listening, or viewing by:  Setting a purpose  Asking questions.  Locating information for specific purposes.  Making connections.  Using story structure and text organization to comprehend. 2.05 Draw conclusions, make generalizations, and gather support by referencing the text

Competency The learner will make connections through the use of oral language, Goal 3 written language, and media and technology.

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:  Making inferences and drawing conclusions about characters and events. 3.02 Identify and discuss similarities and differences in events, characters, concepts and ideas within and across selections and support them by referencing the text. The learner will apply strategies and skills to create oral, written, and visual texts.

4.04 Use planning strategies (with assistance) to generate topics and to organize ideas (e.g., drawing, mapping, discussing, listing). .

Lesson Plan

This lesson is intended for use as part of a project on the ‘Little Read’. This is a program in partnership with Lenoir Rhyne University, Hickory, N.C. The visiting author is Deborah Wiles and third grade students are the 2011 participants. All students have a copy of this author’s text Love, Ruby Lavender. The strategy to be used can be either a ‘during reading’ or ‘after reading activity’. For this lesson the strategy is being used as an ‘after reading’ activity to compare and contrast the main character Ruby Lavender, with the character of Melba Jane.

This strategy can be used as part of whole group and small group instruction. It is also suitable for students to complete as partners or individually once they have seen the strategy modeled several times. For this lesson the strategy will be introduced as part of whole class instruction. Venn diagrams will then be completed by students in cooperative groups.

Introduction of strategy

The teacher introduces this strategy by discussing with students the two opposing characters in the text Love, Ruby Lavender by Deborah Wiles. The discussion focuses on the following open ended questions about these two characters:

What does the character say? What has the character done?

Students ‘turn and talk’ to each other about these questions and characters. After about five minutes students are directed to a pocket chart Venn diagram that the teacher has. The teacher models this strategy by asking the name of the diagram and students review its purpose of comparing and contrasting. They review its application in other lessons that they have completed. The teacher asks individual students to label the left circle as ‘Ruby Lavender’ and the second circle as ‘Melba Jane’. Where the two circles overlap the students are asked to generate the appropriate label of ‘compare’ and this is also written above. The teacher explains that this strategy will be used to organize the students’ ideas when they compare and contrast the two characters. An initial example of the strategy is modeled using Ruby’s favorite phrase that she says throughout the book; “Good garden of peas!” This is recorded in the part of the circle labeled Ruby, using a sticky note. Students are then asked to provide one example of what Melba Jane says during the novel which is often “I’m going to tell on you…” This is recorded on the Venn diagram under the heading ‘Melba Jane’. Students are then asked about any similarities between the two characters in what they say. Students should recognize that both characters say “Stay away from me” to each other in different parts of the novel and for different reasons. This is added under the heading ‘compare’ on the diagram.

Students are then asked to work in cooperative groups and complete a collaborative Venn diagram using their text for support to compare and contrast these two characters. Students are told to think about the two questions posed about the characters during the whole class instruction as they complete the Venn diagram. Students are also told to consider the following extension questions:

Who or what does the character love, or have strong feelings about? What would the character be dreaming or thinking about?

Students are encouraged to add any additional ideas as appropriate, based on evidence from the text. Plenary

Students present their Venn diagrams orally to the class for review. Any sticky notes that students feel are not in the correct place can be moved as necessary. Students are encouraged to read aloud the evidence that they found in the text that supported their ideas.

Extension Activities

Students can use their completed Venn diagram to create comparison narratives about each character. Students can use the Venn diagram to consider how the characters change in the novel and why.

Implementation of Lesson and Reflection

Students were active participants throughout this compare and contrast activity. The objectives for the lesson were met and students successfully compared and contrasted each character.

Each group responded enthusiastically when they were ready to write their ideas on sticky notes on their own groups Venn diagram. It was very interesting to listen to the debate of ideas. Students were excited about how much their ideas had in common. Many of my students surprised me with the depth of their response. One of my male students commented that ‘both characters feel sorrow because someone they loved had died in the book’ and added this to the overlap on the Venn diagram. Another boy was eager to share that both characters are alike because they dream and wish that their respective family members were still alive. Contrasting ideas were also the depth of the characters feeling for each other. Contrast was explored with students noting that Ruby writes letters throughout the novel to her grandmother, while Melba Jane does not see any value in this activity. Students also commented on how Melba Jane changes her thoughts and actions towards the end of the novel whereas Ruby is “kind and nice and loving throughout”. Other students questioned this decision because the character Ruby had wanted to ‘scratch out Melba Jane’s eyes and…….put itching powder down her overalls….so she is nice but she thinks mean things”. Students enjoyed presenting their ideas as groups and noting which ideas that they had contributed.

I think the success of this activity was enhanced because both the girls and boys had been excited about the text that we had read. We had also seen the book presented as a play the previous week and the characters were very much ‘alive’ in the students’ minds.

Lesson Three (Third Grade)

Name of Strategy: Predict-O-Gram

Source:

Johns, J. L. (2001). Improving reading:strategies and resources. Dubuque, Iowa: Kendall/Hunt Publishing Company.

Text students will read/listen to:

Uegaki, C. (2005) Suki’s Kimono. Kids Can Press.

Explanation of Strategy:

The Predict- O- Gram is a graphic organizer / classification chart that uses story structure to help the student to predict and form a schema about what the story will be about. The teacher selects a story that students have not heard or read and chooses several key words or phrases from different parts of the story. A list of these words and a chart of the major story parts are displayed for students to see (These include Characters/Setting/Plot-Action/Problem-Goal/Solution/ and Other Things if they do not appear to fit anywhere else and may be details). The students then come up and place the words or phrases in the appropriate category that they predict they will fall into in the chosen text. After reading the students refer to the predict o gram to find out how their predictions compare to the text.

NCDPI Curriculum Competency Goals

Competency The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. Goal 2 2.01 Use metacognitive strategies to comprehend text (e.g., reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell). 2.02 Interact with the text before, during, and after reading, listening, or viewing by:  Setting a purpose.  Making predictions.  Asking questions.  Locating information for specific purposes.  Making connections.  Using story structure and text organization to comprehend. 2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:  Plot.  Conflict.  Sequence.  Resolution.  Lesson and/or message.  Main idea and supporting details.  Cause and effect.  Point of view (author and character). 2.05 Draw conclusions, make generalizations, and gather support by referencing the text. 2.06 Summarize main idea(s) from written or spoken texts using succinct language. Competency The learner will make connections through the use of oral language, written language, and media Goal 3 and technology. 3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:  Relating plot, setting, and characters to own experiences and ideas.  Considering main character's point of view.  Participating in creative interpretations.  Making inferences and drawing conclusions about characters and events.

Competency The learner will apply strategies and skills to create oral, written, and visual texts. Goal 4 4.02 Use oral and written language to:  Discuss.  Share information and ideas.  Answer open-ended questions.  Explain own learning.

Lesson Plan

This lesson is intended for use as part of an introduction to an on level text in the third grade basal reader series. This strategy begins as a ‘before reading’ activity. Students return to the Predict-O-Gram ‘after reading’ for reflection and review.

Introduction of Strategy

Prior to students reading or listening to Suki’s Kimono, the story of the week, the teacher selects appropriate and/or important vocabulary, words or phrases from different parts of the story and writes them on sticky notes. The teacher tries to ensure that there will be enough pre selected words that can be shared between partners in the class. Words included ‘Obachan’, ‘kimono’ and ‘geta’. Other phrases were selected that reflected aspects of the setting, problem, solution and character names. These sticky notes and the Predict-O-Gram chart of the major story parts are displayed for students to see. (These include Characters, Setting, Action-Plot, Problem-Goal, Solution and Other Things if they do not seem to fit anywhere else or could be details). Each pair of students take turns to come up and place one of the words or phrases in the appropriate category that they predict that they will fall into in the text. Students are encouraged to discuss the reasoning behind their predictions, which activates prior knowledge and text to self, text to text and text to world connections.

The students are then instructed to listen carefully for the words and phrases as they appear in the context of the story. (This text is read aloud because as an on grade level text it is frustration level for many of the below level readers in the class). When the students hear the words read they are to provide a ‘thumbs’ up in order to provide mandatory engagement and ensure they are listening for word usage and to the story itself.

Plenary

After the teacher has read the text, students compare their original placements with the actual use in the text. Students are asked questions that include: ‘Did this word have anything to do with the solution?’ ‘Was this really a character?’ ‘Why did you think this phrase was about the setting? What role did these words play in telling the story? The importance of each word and phrase is also discussed to highlight how the meanings and usage of words can change in various contexts. Students then find the words and support their findings with the text. Necessary changes are made and noted. Students then fill in their own ‘Predict O Gram follow up’ sheet with the appropriate words and phrases.

Extension Activities

Students can also use their own Predict-O-Gram to retell the story to a partner. Here the focus is placed on how the story elements all support the ‘main idea’ to complete the story.

Lesson Implementation and Reflection

This strategy powerfully exercised the students’ prior knowledge about story elements, ability to predict and to make connections. Character names were accurately predicted and unusual words from Japan were placed in the vocabulary section /other things. Students asked each other questions about their predictions and recognized phrases that reflected the setting in the story. They recognized that ‘children laughing at’ a character is a problem versus children who are ‘laughing with each other’ and so they moved this post it to the problem section. Students had greater difficulty with and more discussion about the areas of action, problem and resolution. There were many notes placed under the action heading. The students then began to examine their predictions more carefully, realizing that quotes from characters and their actions could be part of the resolution in the story.

During reading the students listened attentively and pointed out every phrase and vocabulary word. They were very eager to see if their predictions would be correct. Students concluded that Suki’s ‘fan patterned kimono’ was part of the problem and the solution. Actions were also analyzed and recognized as problems. The students readily agreed that problem and resolution were the most difficult to predict because of this. One student said it was ‘because you have to read everything, take what you know and then figure out what the problem and resolution will be as you read’. Having the word ‘goal’ along with ‘problem’ helped one of my students to place the phrase ‘Suki wanted to wear her kimono’. He hypothesized that this should not be a problem but it was certainly one of Suki’s goals. My students commented on how much they enjoyed the activity and ‘how much fun’ it was to predict before reading. When completing their own predict-o-grams their discussions were on task and focused on explaining their choice of prediction and how they felt when the text was read aloud and they heard their phrase and/or vocabulary word.

If I was to implement this lesson again I would perhaps have students examine the elements of problem and solution in other texts in literacy stations as these were the lesson objectives that were most challenging to them. Students could then later complete predict-o-grams in cooperative groups after multiple modeling by the teacher in whole group. Having used this strategy in my classroom with other texts, I think it is also important to select rich and engaging texts that offer the students meaningful ‘book talk’ and deeper understanding of story elements. This careful selection when used with the strategy will meaningfully form their schema of what a story will be about.

Lesson Materials: Predict-O-Gram framework

Characters Setting Plot/Action

Problem/Goal Solution Other Things/Vocabulary