Azikiwe T. Chandler
EDEE 653 – Dr. White
Minilesson
June 4, 2013
How to Choose a Book That’s Just
Right for You
Grade 3: English Language Arts,
Reading: Literature
I.
Common Core State Standard
·
ELA-Literacy.RL.3.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poetry, at the high end of the
grades 2–3 text complexity band independently and proficiently.
II.
Objective
·
The student will demonstrate the
ability to choose a book that is just right for them.
III.
Resources and Materials
·
Oh
the Places You’ll Go! By Dr. Seuss
·
A variety of books representing
various grade levels and degrees of difficulty
·
Smartboard or whiteboard
Text Summary
In his classic rhyming
style, Dr. Seuss speaks directly to the reader in this inspirational tale about
moving on and keeping a positive attitude.
IV.
Detailed Procedures
1. Introduction:
a. “Let’s gather around our
book table so we can learn how to pick a just-right book!”
b. “Why are we gathering at
the table, class? That’s right, to choose a just-right book.”
c. “What do you think I mean
when I say, ‘just-right book?’”
d. “Correct! This is important: If we select books that are too
easy or too hard, they won’t help us become better readers. We always have to
look for books that are just right. These are the books that help us grow and
become stronger readers and writers.”
e. In just a few minutes I’m
going to let each of you choose a book that’s just right for you, but right now
I need you to help me by being very quiet so I can concentrate while I choose a
book that’s just right for me.”
2. Procedures:
a. “First, let’s look at the 3
questions on the board under ‘Choosing a Just-Right book”:
i. Can I read all or most of the words? (Accuracy)
ii. Do I sound smooth while reading? (Fluency)
iii. Do I understand what I am reading? (Comprehension)
b. “Now, I’m going to select a few books that look
interesting. Hmm, this book looks interesting because… And I think I’ll like
this one because… Ooh, I know this one’s cool! I love Dr. Seuss!”
c. “Now, I’m going to read the first few paragraphs of (book
#1) to see if it’s a just right book. How will I know? That’s right, I’m
checking to see if,”
i. I can read all or most of the words,
ii. I sound smooth, and
iii. most importantly, to make sure I understand what I am
reading.”
d. I struggle through the first 2 paragraphs of book #1.
“I’m thinking, I don’t know if this is a just-right book for me. I stumbled
over some of the words, and I don’t think I sounded smooth at all… Let’s see if
the next book is a better fit for me.”
e. I smoothly
read the first 2 pages of Oh the Places
You’ll Go!, then share my thinking with the class,
i. “Could I read all or most of the words? Yes.
ii. Did I sound smooth while reading? Yes.
iii. Now the last question: Did I understand what I read?
Well, yes, so far this is a story about a boy who is going somewhere.
Since
I answered ‘yes’ to all three questions I know this is a just-right book for
me.”
f. “But I really want to see if I’ll like this book
better. Will you help me decide if this book is just right for me?” I struggle
through the first 2 paragraphs in a hesitating manner, mispronouncing words and
pausing at inappropriate times. Then I ask the students for their help,
i. “Is this is a just right-book for me? Thumbs up if
you think it’s just right for me, and thumbs down if you don’t think so.”
ii. “Why is this book not just-right for me?”
g. I read aloud Oh
the Places You’ll Go! with accuracy and fluency and then ask the students
to either put their thumbs up or down. If all thumbs are not up, I know with whom
I must confer later.
3. Conclusion:
a. “Why is choosing a just-right book important?”
b. “Yes! If we select books that are too easy or too
hard, they won’t help us become better readers. Just right books help us grow
and become stronger readers and writers.”
c. Quiet reading time (independent
practice: 5 minutes).
d. “Please listen to me read.”
(partner practice: 5 minutes).
V. Assessment:
·
Teacher will evaluate student
understanding throughout the lesson with questions like:
“Is this a just-right book for me?
Why or why not?”
·
Teacher will assess student’s
ability to choose just-right books during the guided practice by listening and
offering corrective feedback according to the 3 questions.
APA Citation: Dr. Seuss (2011). Oh the Places You’ll Go!. New York:
Random House Inc.
Reflection
I
think the lesson went well.
My
classmates’ feedback was very helpful. They liked the way I modeled
incompetence and said that admitting being unable to understand what I read in
the first book would help my students feel more comfortable about going through
the process of trying but not selecting books that might be too difficult.
As I
intend to allow my students to choose their own reading material as often as
possible (Tracey & Morrow, 2006), learning and teaching this strategy was a
very beneficial exercise.
When
I teach the actual lesson to elementary school children I’ll be sure to keep
them engaged by letting them join in to help me decide which books are right
for me. I’ll also give them the opportunity to judge my staggered reading in
order to make them comfortable when it comes time to critique their classmates
during guided practice and paired work.
To
assess, in addition to evaluating student understanding throughout the lesson
with questions like, “Is this a just-right book for me? Why or why not?” and
listening and offering corrective feedback according to the 3 questions, I
might add a checklist to help me keep track of each student as I float around
the room during their independent practice.
Reference:
Tracey,
D. H., & Morrow, L. M. (2006). Lenses
on reading: An introduction to theories and models. (pp. 47-75). New York,
NY: Guilford Press.
No comments:
Post a Comment