Grade Level: 4Th Grade Reading

Lesson Name: Sequencing Procedural Text

Grade level: 4th grade Reading

Grading Period/Unit: CRM2/ Unit 3/Arc 3

Estimated timeframe: see pacing suggestions

This lesson is appropriate for both Monolingual and Dual Language classrooms.

Recommended

Monolingual Pacing: Day 1 – Engage and SE Focus Lesson and partners begin Activity 1

Day 2 – Partners finish Activity 1 and WTL Journal

Day 3 – Students complete Activity 2 and Share. Teacher leads closure discussion.

Recommended

Dual Language Pacing: Day 1 – Engage and Beginning of SE Focus Lesson

Day 2 – Finish SE Focus Lesson and Partners do Activity 1 and WTL Journal;

Day 3 – Partners start Activity 2: Read and complete Graphic Organizer

Day 4 – Partners complete Activity 2 and Share. Teacher leads closure discussion.

Lesson Components
Lesson Objectives: Students will gather information while reading a procedural text and use the information from a graphic organizer to sequence the steps necessary to carry out the procedure.
Language Objectives: Students will read a procedural text and sequence the steps needed to carry out the procedure.
Prior Learning: Students are able to discuss the information in a procedural text selection. They can discuss specific details, both the big ideas and those details that support them.
Standards(Texas Essential Knowledge and Skills:
(13) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:
(A) Determine the sequence of activities needed to carry out a procedure (e.g., following a recipe) [Review/application of this TEKS from previous week.]
(B) Explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations).
4.19 ELAR TEKS Figure 19/Reading Comprehension/Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.
(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions);
(D) make inferences about text and use textual evidence to support understanding;
College and Career Readiness:
Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying lengths.
·  Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying lengths.
·  Draw and support complex inferences from text to summarize, draw conclusions, and distinguish facts from simple assertions and opinions.
Essential Questions:
•  What are some of the important details that make this a procedural text?
•  Why did the author choose to present particular information in graphic form rather than text?
•  How does the writer show sequential information in graphic form (illustrate timeline, flowchart, graph timeline, quotation timeline)?
Vocabulary / Essential: sequence, sequential, graphic, important details, procedure, procedural, how-to article, instruction manual, directions
Lesson Preparation / ·  Directions for Drawing a Scarecrow (attached below) Copy directions for small groups. Cut and paste so that each group receives directions missing 1 or 2 steps.
·  How to Build a Snowman Youtube video: https://www.youtube.com/watch?v=01pUg3ePB38
·  Sticky notes for each student
·  Time For Kids: “Is Mom Watching You?” pg. 108
·  Time For Kids: “Gail Borden’s Very Good Idea” pg. 36
·  Treasures: “How to Change a Flat Tire” pgs. 543-535
·  Blank graphic organizer: Step By Step Process (attached below)
·  Procedural Text Activity- “Space Food” http://www.spacecenter.org/docs/Activities-SpaceFood.pdf
Anchors of Support /
Differentiation Strategies
Keep in mind that differentiation does not discriminate. : ) These strategies often cross over to meet multiple student needs- use your knowledge and understanding of your students as a guide. / For the individual/pair work, be sure to have plenty of texts available for the range of independent reading levels of your students (addressing readers below, on, and above grade level).
Special Education: Provide students with access to a variety of text appropriate for their reading level. Provide a copy of the graphic organizer to be used as well as a list of sequence words that will be used in the lesson. Refer to the student’s IEP for other routinely offered accommodations.
English Language Learners: Provide a graphic organizer to support students understanding of procedural text and clue words.
Extension for Learning: Have students create a Kahoot quiz on Procedural Text. They choose the focus and the questions. They will “host” the quiz whole class as a closure lesson for the rest of the class.
21st Century Skills
/ CRITICAL THINKING AND PROBLEM SOLVING: Use Systems Thinking
Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems.
COMMUNICATE CLEARLY
Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms. Critical Thinking and Problem Solving: Make Judgments and Decisions
·  Interpret information and draw conclusions based on the best analysis.
·  Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.
English Language Proficiency Standards: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners.
Lesson Cycle
Engage / Prepare direction pages for the students in advance. (JPEG images are attached below). Print a set of instructions for each group, but leave one or two different directions out from each set. Students create their scarecrow picture following the procedural steps. Have groups share and compare their pictures when done. Lead students to notice the differences and ask, “Why do your scarecrows not all look the same?” Guide students in understanding that there are steps in the directions missing. Talk about why it is important to have all of the directions when completing or making something.
Lesson Stages / Before Reading (Whole Group):
Teacher will preview the Youtube video (Secret of the Wings-How to Build a Snowman) and take note of transition and sequence clue words.
https://www.youtube.com/watch?v=01pUg3ePB38
·  Tell students that they will be watching a short video on How to Build a Snowman. Give them a sticky note to write any transition and sequence clue words they hear.
·  Ask students to talk with a partner to discuss what type of text this would be if it were in writing, and what clues (sticky notes) lead them to believe this. (It is a procedural text because it tells how to do something). Once students have had a chance to discuss this, have them share their responses with the whole group.
·  Explain that when we read procedural text, we gather information on how to do, make or build something. Procedural text gives us the steps we have to follow to complete or understand something.
·  As they read, you want students to be thinking about the text features that are important elements of procedural text, why it is important to follow the steps in order and what words or clues help us to understand the text.
Reading the Text:
ACTIVITY 1
Students work in pairs to read a short procedural text from Time For Kids: “Gail Borden’s Very Good Idea.” For those readers who might need more support, you can use Time For Kids: “Is Mom Watching You?” (It is a shorter and more precise text). Students will use their WTL journals to record the following information: What text features did you notice? What clues helped you understand the order of the steps?
Allow time for students to share their WTL responses. Do not be tempted to skip this part. The dialogue among students is one of the MOST IMPORTANT components of a literate classroom, and is especially necessary for the language development of ELLs and students who struggle with oral language.
ACTIVITY 2
Students will read independently in either Treasures: “How to Change a Flat Tire” or the link to Space Food. You choose which one, or if your students need more practice with procedural text, do a guided practice with one and independent practice with the other text.
Students will complete the Step by Step Process Graphic Organizer independently.
Closure Activity / Lead students in a discussion to review text features of procedural text. Add that information to the class genre chart.
Allow students who completed the Kahoot extension activity to present their quiz to the class. If no one created a Kahoot quiz, teacher can search and preview premade quizzes to use with the class as a culminating closure activity.
Check for Understanding (Evaluation)
/ Formative: Monitor students as they participate in the engage activity. Watch and assist where frustration may occur.
·  WTL journal responses from Activity 1
Summative: Students will read a procedural text at their independent reading level and use the Step by Step Process graphic organizer to record the procedures for the article.

Austin ISD Revised 7/6/15