Use Schema

Purposes of the Lesson: Teach students to:

• Stop and notice new learning as they read informational text
• Jot down new knowledge in writing or drawing
• Jot down new knowledge in writing or drawing
• Think about their new learning to understand it (e.g., using language like “wow”, “L” for learned, paraphrasing, synthesizing or reacting to the information)

• Read the book, Volcanoes, by Anne Schreiber, National Geographic Kids, 2008 , or the book summary which indicates the pages used in the lesson.
• Read the lesson plan.

• Facilitator Notes

• Correlation to State Standards

• Suggested Readings

• Book Summary

• Lesson Plan

• The Lesson in Real Time

• Student Work

• Guided Practice Chart

• Independent Practice Chart

• Analyzing Student Work Chart

• Lesson Transcript

• Teacher Commentary Transcript

• FAQ

• Explain the strategy focus of the lesson;
• Build/activate background knowledge and motivation for reading the text;
• Establish or practice procedures/routines

• Read aloud and stop at strategic points to think aloud
• Model how to record thinking
• Use turn and talk to assess understanding and involve students

• What is accomplished through each think-aloud?
• What are your thoughts about the role of turning and talking?

• Continue to read aloud. Children record their own thinking and turn and talk;
• Gradually shift responsibility for thinking and recording thinking from teacher to students;
• Confer with students as they work.

Independent Practice 2 (6:05)

• Students work on applying the strategy(ies) on their own or with a partner
• Teacher confers – listening, scaffolding, and teaching into each student’s needs

• In each video clip, what do you notice about how the children interact with each other? How does the teacher promote positive peer interactions?
• Use the “Independent/Collaborative Practice Chart for Responses” to note the teacher’s conferring moves. (Transcript may be useful here.)

• Teach, reinforce, and/or utilize established routines to provide a respectful and supportive environment for sharing thinking
• Reinforce important ideas from the lesson and encourage their future use

• Brainstorm questions you would ask in order to analyze the student work from this lesson (See Possible Questions for Analysis of Student Work in Supporting Documents)
• Analyze the student work samples provided under “Supporting Documents” using the questions you developed. (You may want to divide the student samples among colleagues.)
• Discuss implications and possible next steps for the class, small groups, or individual students

• How might you adapt this lesson to your own students, or to children at different grade levels?
• Revisit the Introduction to Asking Questions, particularly the section, “How do we teach the strategy of questioning?” Which lessons in asking their own questions do your students need? How do you or will you develop their proficiency with asking and answering their questions?