Readers Workshop on Synthesizing using The Magic School Bus: Inside the Earth

Goals / Objectives
Students will be able to synthesize information using features of informational texts in order to
further their understanding of earths systems.
Essential Question: How has the earth changed over time?
Standards (and Assessment Anchors, if applicable)
C.C.1.2.2.E Use various test features and search tools to locate key facts or information in a text
efficiently.
C.C.1.2.2.L Read and comprehend literary nonfiction and informational text on grade level,
reading independently and proficiently.
CC.1.5.2.W Recall information from experiences or gather information from provided sources to
answer a question.
Materials and preparation
- The Magic School Bus: Inside the Earth by Joanna Cole and Bruce Degen
- Synthesizing graphic organizer
- Clipboards
- Synthesizing anchor chart
Learning environment and management issues
1. Students will be seated on the rug and behavior expectations will be discussed and
modeled before the read aloud begins.
2. Table leaders will provide students with clipboards in order for students to have writing
choices
3. Step by step directions will be written on the whiteboard prior to the start of the lesson
including instructions for early finishers.
4. Teacher will remind students what good readers look and sound like.
5. Students will be addressed as readers throughout the lesson (i.e. Okay, readers, the
first step is choose a just-right book.)
Plan (50 min.)
1) Hook/Before Reading (5-7 min) :
Introducing the what, why and how:
Ok, readers, you have posed many questions on your KWL chart. As good readers,
you can explore these questions by reading an informational text. Good readers
collect more information and confirm or change their thinking as they read which is
called synthesizing. When readers synthesize they use many strategies. (Refer to
reading strategies anchor chart). Synthesizing is can also be summarizing and
listening to your inner voice to change your thinking based on what you read. Today
we will read The Magic School Bus: Inside the Earth and keep track of our
thinking before, during and after we read. Before we read, lets write down some of
our thoughts to answer the question What is the earth made of? We will use an I
do-we do-you do format.
Discussion:
Teacher will model a before reading answer: The earth is made of dirt.
Teacher and students will co-construct another before reading thought and both will
be recorded on the whiteboard.
2) Body/ During Reading:

Engaging students: (10 min) Teacher will stop at predetermined pages marked with
sticky notes in the book where the answer to the question What is the earth made of?
may change.
Teacher will stop at page 15 and write : Now I think the earth is made of dirt,
but dirt is also made of rocks, clay and dead leaves.
Teacher will stop at page 17 and provide students with a turn and talk
opportunity regarding how their answer to the questions has changed. Teacher
will record 2 students responses on the whiteboard.
Teacher will read the remainder of the book and model how to modify thinking
using 1 teacher driven and 1 student driven response to the question What is the
earth made of? Teacher response will be: After reading, now I think the earth is
made up of an inner core, outer core, mantle and crust.
Applying the strategy: (20-25 min)
Students will return to their seats where a Scholastic News article on the
beginnings of the earth will be waiting for them. They will use their synthesizing
graphic organizer with a targeted question chosen from the KWL chart to record
how they synthesize information as they read.
Students who feel they need extra support reading or using their strategy will
remain on the carpet for small group instruction, knowing that all learners have
different needs and this is an established routine and part of their supportive
classroom culture.
3) Closure: (5-10 min.)
Students will return to the carpet with their worksheets and have the opportunity for
think-pair-share. Teacher will remind students that synthesizing is something good
readers can do in their independent reading practice.
Assessment of the goals/objectives listed above
Listening to student discussion in whole group and partner situations, using a thumbs-up/thumbsdown self-assessment model, student responses on their synthesizing graphic organizer
Anticipating students responses and your possible responses
Some students may get confused by the word synthesizing at which point I will link back
to their understanding of using a KWL chart or how their thinking has changed throughout 2 nd
grade. I will use my knowledge of specific students interests to help them access the concept of
synthesizing. I will also be sure to maintain growth-oriented language and reinforce positive
noticings as students complete their work. I may provide extra examples or scaffolding in a small
group setting as needed. Additionally, I plan to teach 2-3 follow-up lessons on this strategy.

Accommodations
a) Students with literacy disabilities will remain in small group instruction on the rug.
b) One student with processing difficulties will dictate his responses to a teacher or aide.
He will also be paired with an advanced reader who will read the Scholastic News
aloud to him.
c) Student with ADHD will be accommodated by being asked to collect or distribute
materials and moving the students between their seats and the rug throughout the
lesson.
d) Students in need of an extension will be offered a choice of posing their own question
to synthesize or to practice synthesizing with a fiction text.