Lesson, Overheads and Log

Project ACCEL, MSU PLANS It Strategy Lesson, Overheads and Log

Project ACCEL

1. Plans-It Strategy Lesson

A Framework of Strategies that Strategic Readers and Writers Use when Beginning to Study a Mew Topic, Unit, or Chapter

Purpose:  Develop Anticipatory Set/Goal  Seek Commitment/Interest  Activate Background Knowledge  Build Background Knowledge  Preview Information  Make connections to self, text, and world

Overhead 1: Overview

Plan-It Strategies

WHAT: Strategy HOW s P: Purpose Why am I reading or writing? P . What is my purpose? R E L: List Topics & Preview What is this mostly about? [Preview] R  Titles & Subheadings E  Repeating Words A  Pictures D What do I think I will read about? [Predict] I A: Activate Prior Knowledge & Connect What do I already know? N  Brainstorm ideas G  Connect to self/experience, world, texts (movies, books, tapes)

N: Note Questions  Ask What? How? Why? When? What If?  What’s important to know?  What am I curious about?  What don’t I know? S: Structure & Organize e How can I organize my prior knowledge?  Group (Clip) Related Details together  Identify Categories  Identify Questions/Missing Categories

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Plan It Log Name ______Class ______P : P u r p o s e - W h y a m I r e a d i n g t h i s ?

L : L i s t T o p i c s & P r e v i e w - W h a t ’ s t h i s t o p i c a b o u t ?

A : A c t i v a t e P r i o r K n o w l e d g e – C o n n e c t t o S e l f , T e x t W o r l d - W h a t d o I k n o w ? t c e j o r P

N : N o t e Y o u r Q u e s t i o n s – W h a t d o I W a n t / N e e d t o K n o w ? L E C C A / y t i s r e v i n U

e t a t S

n a

S : S t r u c t u r e – W h a t t e x t s t r u c t u r e ? g i

h 4 c Check a box. i

Concept Map Venn Diagram Sequence/Steps Position ProblemSolution M Project ACCEL, MSU PLANS It Strategy Lesson, Overheads and Log

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Strategy Strand Structure Strand Strategy Apps: Lesson 1 Overview: PLAN- IT WITH PLANS STRATEGIES

Strategy Strand: Teaching students to anticipate and identify categories and types of information can help them become more active readers and writers. “Taking Notes!” is a strategy to help students take notes as they read.

There are at least two different situations that might lead students to take notes: (1) to record and archive information in preparation to learn and rehearse the important text, e.g., studying the information to prepare for a test; (2) to gather and record information as part of a research process.

In the first situation, notetaking helps the reader study and rehearse the information. In the second situation, notetaking is applied to several different informational sources, and the information is then synthesized and reorganized as part of a research process. The Taking Notes strategy can be used for either purpose, but this lesson focuses on the first purpose.

Theory into Practice Article: Harvey, S. (1998) Nonfiction matters: Reading, writing and research in grades 3-8 Portland, Maine: Stenhouse Publishers Almasi, J. (2003) Teaching strategic reading processes. NY: Guilford Press.

Objectives Students will  Identify the reading/writing purpose  Use prereading strategies (prediction, activating background knowledge)  Identify potential topics through previewing  Connect and link potential topics to self, text, world  Identify how text might be organized  Identify how possible product might be organized based on purpose  Decide what graphic organizer will be of benefit

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 Generate categories and category headings Materials  Overhead of Plan Think Sheet  Overheads (at end of this lesson plan)  Multiple copies of Plan Think Sheet for student use  Multiple copies of think-sheets for student use  Informational Strategy Wall/Board (Poster) Instruction

Scaffolds 1. There are several scaffolds in this lesson. First, there is the Informational Strategy Board. This board will be used throughout the quarter to remind students of the informational strategies they use before, during, and after reading/writing.

2. Second, there is the PLANS-It Log. This strategy log guides students through previewing and preparatory strategies for reading and writing. The acronym PLANS-It is intended to prompt students to apply the following strategic activities to the reading/writing task:

 Purpose (Why am I reading/writing this?)  List topics & Preview (What’s this text/chapter about? List Topics)  Activate prior knowledge – Connect to self, text, world (What do I know?0  Note your questions (What do I want/need to know?)  Structure the task and text (What is the text structure? How will my product be organized?).

It doesn’t matter what organizing or mapping tool students or you use for the second page of the Plans-It Learning log. However, the organizer should prompts students to organize, and to consider how the information is (source text) or products (response text) will be organized. Often students will be organizing ideas into categories of ‘big or main ideas’ and related details. The PLANS-It log is designed to be a scaffold that cues students to perform the mental process associated with identifying categories of information and related details.

Teaching Procedure Session 1 7 Project ACCEL, MSU PLANS It Strategy Lesson, Overheads and Log

INTRODUCE PLAN SHEET Preview the Lesson Today I’m going to explain and model a plans think-sheet and show you how to use it. Effective readers and writers use a variety of strategies before, during and after the learning process. We are going to learn some strategies that will help you use effective strategies before, during, and after the learning process.

Today we are going to focus on planning strategies to get ready to read or write. The Plans It strategy log is designed to help you use these strategies when you are preparing to read or write. We will learn all about the strategies on this think-sheet. After today, we will use the plan think-sheet regularly when we read or write informational text. It will help you become a better reader and writer. We’ll keep these think sheets in a learning log for each chapter.

Introduce Plan Sheet and Identify the Strategies The Plans-It log is a learning tool that will help you use effective strategies. There are five strategies on the plans-it log. The Plans-It log is designed to help you: (a) Think about the Purpose for reading and writing; (b) List possible topics by previewing the text or topic; (c) Activate prior knowledge (connect the topics to your self, other texts (or chapters), and world); (d) Note your questions about the topic; and (e) Structure and organize your knowledge to get ready to read.

1. PURPOSE - IDENTIFY THE PURPOSE : What’s my purpose? The “P” on the plan think-sheet stands for purpose. The purpose is why you are reading a text. There are many purposes for reading.  What are some of the purposes for reading? (record on board)  How does knowing the purposes influence how your read? (record on board)  Today our purpose is ______.  How does that purpose influence your reading?  Speed of reading (fast, slow);  Focus of reading (what you pay attention to);  What you do with the information (take notes, enjoy; write) List that purpose on the Plan sheet.

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2. LIST: LIST TOPICS BY PREVIEWING: What’s it about? The “L” on the plan think-sheet stands for list topics. This helps you get prepared to read. First, we preview the chapter for headings and subheadings to identify possible topics. Then we record a list of topics.

Model. (The What/How) Model and think-aloud as you guide students in previewing the expository text. Think aloud as you identify topics based on headings, subheadings, repeated words, bold or italicized texts, and captions. Point out the clues you use to identify possible topics. Model the mental process you use to identify important vocabulary or big ideas. List possible topics on the plan sheet (overhead). Discuss types of clues with class that you use, such as.  Title  Main headings  Bold-faced type  Highlighted or colored words  Capitalized or Italicized words  Different text styles  Repeated words  Pictures or diagrams

Provide Strategy Rationale for List Strategy (Why?): Good readers are always looking for clues in the passage that help them know what the text will be about. Sometimes you can find a clue in the title. Sometimes you will see a clue in a subheading. Words in bold or captions under pictures can prepare you for the information in the passage. At other times, you might find several words in a paragraph that refer to the same thing. Good readers are always searching for clues and asking themselves: “What is this passage or paragraph mostly about?” When readers have a good idea about what the passage is about, they are more effective in comprehending the important information and they are better in realizing when something doesn’t make sense.

Guided Practice. Ask students to preview and add some topics that are added to the plan sheet. Practice the strategy together.

Share. Ask students to share their list of topics. Add these to the overhead. Ask them to explain how they find and identify topics. Have them share the types of clues that they use to identify important topics. Ask students to share their thinking process. Questions that you might ask to elicit sharing?

 What do you think this text/chapter is about?”  Why do you think that?” 9 Project ACCEL, MSU PLANS It Strategy Lesson, Overheads and Log

 “What were some clues you used?  “What were you thinking?”

3. ACTIVATE KNOWLEDGE: What do I know? (CONNECT TO SELF, TEXT, & WORLD) D There is a third strategy that good readers use before and while they read. The “A” on the think-sheet stands for activate prior knowledge. We connect ideas and topics in books to our lives and experiences, other texts, and the world. Good readers think about what they already know about a topic. They Activate Prior Knowledge. They link the topics to what they know by drawing on their own experience, other texts, and the world.

Readers can ….  Connect topics to a real-world context or problem  Connect to other topics in the unit or other chapters  Connect to prior experience (what you’ve seen or done)  Connect to other books, movies, or CDs

Model. Model and think-aloud as you guide students in activating prior knowledge or linking the anticipated topics (preview stage) to self, texts, and the world. On the plan sheet (overhead), add details or facts based on yours’ or students’ experiences, things you/they have read or heard, or current events. Point out good connections, and poor connections (off-task or poorly related to the topic). Use the topics in the preview step or pictures to help students activate prior knowledge, brainstorm, or connect. Think aloud about the mental process as to how you get ideas and how you make connections.

Strategy Rationale for Activate and Connect Strategy (Why): Whenever you read a new passage, an important strategy is to think what you might know about the topic. It helps you be a better reader because it improves your understanding of the material: it helps you ask questions, it helps you understand new ideas when you already know something about it, and it helps you realize what don’t know. We call that strategy “Activate Knowledge and Link”. [Add this strategy to the Strategy Board]. Let’s try this strategy before we start to read this passage.

Guided Practice and Pair-Share.  Ask students to expand the list by thinking about what they know. They can relate to prior knowledge and their experience, other texts, and the world. 10 Project ACCEL, MSU PLANS It Strategy Lesson, Overheads and Log

Pair-Share.  Ask students to share with a partner. Students should talk about what connections they have generated and discuss the related knowledge they have for particular topics.

Class-Share. Ask students to share some of their ideas. Record their responses in the first column of a chart labeled “What I know”. Talk about this as a strategy.  What do you know about the topic?  Was that knowledge from frsthand experience, texts, or the world?  Why is Activating Prior Knowledge a good strategy to use?  How does thinking about what you already know help you read?

4. NOTE QUESTIONS: WHAT DO I WANT/NEED TO KNOW? D There is a fourth strategy that good readers use before they read. The “N” on the plan think-sheet stands for note questions. Good readers think What do I Want to Know? What do I Need to Know? Readers know what they know and don’t know. Good readers  Read to find answers  Read to fill in gaps  Read to know more  Read to investigate

Questions can be about  What’s important  What’s interesting  What is confusing  Questions can be: “What?” “How?” “When?” “Why? What If?

Model. Model and think-aloud as you generate questions about the topics. Think aloud about how you arrive at questions. Explain how you come up with good questions. Point out what might be trivial or unimportant questions. Discuss what you don’t know, what you are curious about, and what you hope to learn.

Strategy Rationale for Note Questions Strategy: 11 Project ACCEL, MSU PLANS It Strategy Lesson, Overheads and Log

When you read, an important strategy is to read to find the answer to question. Question are very important , because it helps you find answers that are interesting or important. It helps you know when the author has answered your questions, and when you need to read elsewhere to get the answers to your questions. Questions help you study and do research. We call that strategy “Note your questions”. [Refer to or add this strategy to the Strategy Board]. Let’s try this strategy before we start to read this passage.

Cue. Ask students to generate questions. They can use the question words.

Pair-Share. Ask students to share their questions with a partner. Students should talk about what questions they have generated.

Class-Share. Ask students to share some of their questions. Record their responses in the Plan-It think sheet.  What are some questions you have about the topic?  What made you ask that question?  Why is Asking Questions a good strategy to use?  How does thinking about questions help you read?

5. STRUCTURE & ORGANIZE - CATEGORIES AND DETAILS Introduce the Strategy. There is something else good readers do when they read. Good readers are organized when they read. Have you ever tried to find something in your desk or room when it wasn’t organized? Did you find yourself looking under things, pulling things out of drawers, and turning things inside out to find the item? Did you find that, when things aren’t where they were supposed to be, it takes a lot of time just hunting and searching? Just like it helps you when your personal things are organized, it helps good readers when ideas and facts are organized. [Overhead 2]

Disorganized Dresser.

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Organized Dresser It’s much easier when your desk or room is organized like this one. You can find things more quickly. [Overhead 3]

Organized Dresser

When you organize your room or desk, you put related things together. You might put all your socks in one drawer to organize your room; or in the case of your desk, you might paperclip related papers together to help you organize and find your work. [Overhead 4]

Likewise, good readers do the same thing. They clip or put related things together to make it easy to store and retrieve things. Sometimes they do this mentally, and sometimes they make notes to help them organize the information.

This strategy is cued by the “S” for Structure or Organize. This is something we do to prepare ourselves for reading. We’ll also do this while we read the text. Good readers who are organized can find the important ideas.

There are two types of structures that we might anticipate. First, there is the structure of the text that we are reading. Second, there is the structure of the text or product that we are producing, or the purpose for which we are doing the reading/writing.

Overview Types of Text Structures and Give Examples

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We’re going to start by considering how the text is organized. Let’s look back at the text and the topics that we listed during Preview. Open your books and look at the text again. How is it organized? At the bottom of the PLANS-It log are some possible ways that authors typically organize the text.

 Classification. Authors can organize text by listing main ideas and details, as might be found in a concept map. You might

find this text structure in a science text when they describe the parts of a plant. (The questions answered by this text

include: What are the parts? What are the main ideas? What are the categories or classification?)

 Compare/Contrast and Venn Diagrams. Authors can organize text by comparing and contrasting two or more things. For

example, a history text might compare and contrast two presidents of the United States; or a geography text might compare

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and contrast the climate of two countries; (The questions answered by this text structure include What is being compared

and contrasted? On what? How are they alike or different?)

 Sequence/Explanation Steps. Authors can organize text by sequencing or explaining the steps in a process. A science

experiment is organized this way; or a history text might provide a sequence of events or a timeline; (The questions

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answered by this text structure include: What is being explained? What is the setting, props, or materials? What are the

steps or events in the sequence?)

 Position Taking/Multiple Perspectives. Authors can organize text by presenting multiple perspectives, or by offering a

position on some issue, and presenting arguments for that position; For example, controversies and debates involve people

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taking multiple viewpoints and expressing their opinions by offering support for their position on one or more issues.

(What is the issue(?) What are the positions? What are the facts that support the positions?)

 Problem/Solution. Authors can organize text by presenting a problem and a solution; Often storybooks contain a problem

or dilemma that the main character faces, and the solution or steps that the character takes to solve the problem. Likewise,

history books are often filled with problems that a society or culture faces, and the steps that people take to solve the

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problem. (The questions answered by this text structure include: What is the problem? What caused the problem? What is

the solution or solution steps? What is the outcome?)

Put up an overhead of the following chart to help students know the questions that the text that they read or write can answer:

Classification: What is the category or big idea? What are the parts, facts, or subtopics that make it up? Compare/Contrast: What is being compared/contrasted? On what attributes? How are they alike? How are they different? Sequence/Explanation: What is being explained? What is the setting, props, or materials? What are the steps (events)? What comes first? Second? Third? Argument/Position: What is the issue(s)? What are the positions on the issue(s)? What facts support the positions? What position do you take and why? Problem/Solution: What is the problem (cause of the problem)? What is the solution?

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Identify possible Types of Text Structures (Bearing in mind that there Multiple Text Structures in a text) Did you see any possible text structures and ways that the text might be organized? Let’s discuss these and see if these text structures might appear in the text. I’ll model first how we can do this and search for the text structures. We can even generate possible questions based on these text structures and that will help me read and comprehend.

Model. Model and think-aloud as you guide students in looking for the text structures, and inferring some of the possible ways that the text can be organized or structures inferred to answer different questions. For example, in a history text, you might think-aloud about multiple perspectives and positions in a social studies text; you can also think-aloud about a timeline or sequence of events; you can think aloud about how two groups of people (or individuals) can be compared and contrasted. Think aloud about the mental process as to how you get ideas about the possible text structures and questions answered by the text.

Apply Text Structure Knowledge to Listed Topics, Prior Knowledge, and Questions Look back at the ideas listed during Preview and Activate stages, and discuss the possible text structures implied by those ideas. Add notes as you elaborate on your prior knowledge ideas to link to possible text structures. Add additional questions to the Note Questions part of the PLANS-It log.

Strategy Rationale for Text Structures: Whenever you read a new passage, an important strategy is to think how the text might be organized, and what you are being asked to produce in response to the text. Knowing the text structure of the text you are reading and the structure of the response you are going to make helps you be a better reader and writer because it improves your understanding of the material: it helps you ask questions to understand the material; it helps you predict what you will read about, it helps you ask questions to study for a test, it helps you understand confusing ideas, it helps you infer new relationships, it helps you represent what you are reading and what you know, and it helps you realize what you don’t know. We call that strategy “Structure – What Text Structure”.[Add this strategy to the Strategy Board].

Guided Practice/Pair-Share.

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 Ask students to work with a partner to practice using the text structure examples to generate questions, to predict possible text structures in the text, and to elaborate on their questions. Students can use a different colored pen to elaborate on their listed topics, make connections, and note their questions so that they can see how text structure can help them prepare to read.  Ask students to share with a partner. Students should talk about what connections they have generated and discuss the related knowledge they have for particular topics.

Class-Share. Ask students to share some of their ideas. Check off the text structures on the PLANS-It log that they have identified. Talk about text structure as an advance reading and writing strategy.  What type of text structure did you find/infer?  What types of questions can that text structure answer?  Why is thinking about text structure a good strategy to use?  How does thinking about what you already know help you read?

Main Ideas and Details – Local Text Structure

Class-Share. Ask students to look at the text to identify some main idea categories that they might expect to learn about. Ask them to share their ideas with a peer. Then ask the partners to share their ideas for the predicted categories and details with the class. Record their responses in the Plan-It think sheet.  What are some categories that we might expect?  What details might you expect to find that relate to that category?  Why is Identifying Categories and Text Structures a good strategy to use before you read?  How can you use this strategy during reading or writing?

DEBRIEF PLANS-It STRATEGY

 What are the strategies in the Plans-It log?  What do you think is the purpose of the Plans-It log?  What are the advantages of constructing a Plans-It log?  How can you use the Plans-It log when you are reading?  How does the Plans-It log help you get ready to read?  How does the Plans-It log you think about the topic(s)? 21 Project ACCEL, MSU PLANS It Strategy Lesson, Overheads and Log

 How might you use the Plans-It log when you are writing?  In what other classes might you use the Plans-It log?  Are there particular strategies that might be useful in classes?  When would you not use the Plans-It log?  Where can you keep your Plans-It log?  Do you have any questions?

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Plan-It Strategy

N: Note Questions s  Ask What? How? Why? When? What If?  What’s important to know?  What am I curious about?  What don’t I know? S: Structure & Organize e How can I organize my prior knowledge?  Group (Clip) Related Details together  Identify Categories  Identify Questions/Missing Categories

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Messy Dresser Overhead

Messy Reader (Writer)

Overhead 3

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Organized Dresser Overhead

Organized Reader (Writer) Overhead 4

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The Reading Detective

Searching for Clues to Organization: Finding Author’s Details and Categories

Overhead 5

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