Building comprehension and literate language through small-group conversations
Group: Purple Unit of Study: Ecosystems (Our Earth Theme)
Grade Level: 3 Date: April 24, 2017
Text or Articles set: Prince William By: Gloria Rand
Component 1:
Introduction and
Selection of a Book
(TDC, p. 83)
Goal: Students independently introduce text to themselves. / Selected Text: Prince William By: Gloria Rand (Second half of text) / Purpose for Reading:
(Strategic)
Make inferences/ Draw Conclusions
--Use clues and background knowledge to make
conclusions about meanings of events. After reading the page of text with planes on it, think!
What does this tell you about the people who live in this area?
Lexile: 540
Orientation: The oil spill really hurt more than just the seal and beach.
What other animals do you think are affected by the oil spill?
Literacy Focus:
Devices X Techniques X Genre
Structure Features Language
Vocabulary
- surroundings - what is around you
a ship
Purpose for Reading:
(Comprehension)
--Read to find out if Prince William recovers and
if he is released back into the sea.
Component 2:
Independent Reading
(TDC, p. 84) / Goal:Students independently apply their knowledge of strategies, text characteristics and features, genre, and vocabulary in order to comprehend the text.
**Read the 2nd half of the text.
Component 3:
Teacher Conference
(TDC, p. 84)
Goal: Students initiate discussion rather than a retelling. / Possible prompts for conference:
●Where are you in your reading?
●Have you… (refer back to purpose) yet?
●Are you experiencing any difficulty with your reading?
●Do you have any questions?
Have student read aloud a part of the that provides evidence for his/her thinking. Check for flagged thinking and Thoughtful Log responses.
Conferring Notes
Student A - Oral reading was fluent (great expression); Retelling was accurate and complete
Student B - Oral reading sample was fluent; complete/accurate retelling of story; good comprehension, “Denny was happy and sad at the end of
the story.”
Student C - Oral reading sample was fluent (pictures used/reviewed); retelling is complete and very detailed; good comprehension - “Denny
was happy and sad at the same time.” “Denny will probably never see Prince William again.” “She is happy because
Prince William is safe.”
Component 4:
Group Discussion
(TDC, p. 85)
Goal: Students engage in extended chains of discourse as they develop analytical and reflective strategies for deep comprehension. / Before discussion starts….
Prompts:
❏Remember our discussion rules and goals.
(silently review goal sheets)
❏Think about the conclusions you were able to come up with based on your reading.
❏Think about what happened to Prince
William.
❏
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LDG Discussion Notes
--Some improvement in not talking over one another
--Students followed along in text --Good eye contact / Teacher mediates the discussion using prompts, rather than questioning techniques
Prompts:
❏What other animals has the oil spill hurt?
❏How do you think Denny felt when she put Prince William back into the sea?
❏How did the oil spill impact the whole town?
❏
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--Student A: responds directly w/out raising hand, predictions, connections made
--unknown vocabulary discussion answered by another student - kelp :)
--Student B joined in after a time --Everyone participated:) --Good, detailed talk
Component 5:
Writing About Reading
Goal: Students synthesize what they learned independently from the text along with the content from the group discussion. / ❏Organizer ( if applicable):
❏Thoughtful Log Prompt:(elevates the thinking/rigor of the initial prompt or has students add on to their thinking based on the group discussion) “Discuss the effects that the oil spill had on Denny’s town. Formulate ways that you or others can support our ecosystems and our environment. Give specific examples.”
Component 6:
Peer Discussion
(TDC, p. 88)
Goal: Students continue the discussion independently. / Students self-assess at the individual level and group level.
❏Rubric
Component 7:
Project-Based Learning
OPTIONAL
(TDC, p. 90)
Goal: Students independently develop inquiry-based questions for integration of knowledge and ideas. / ❏Author Study: / ❏Genre Study: / ❏Theme Study:
**Choose two different texts we/you have read on protecting our ecosystems. Compare the two texts in a Venn Diagram on poster paper. Don’t forget to name the title and author of each!