ELA:

Comprehension

A. Peterson

Outline for a Daily Lesson Plan

Date: October 26, 2015

Standard(s): RI.4.3

Objective(s) for todays lesson: Students will learn or re-learn the comprehension strategy of
following inner thinking, connecting to prior knowledge, and backing up and re-reading. Students
will be able to demonstrate these skills by thinking about and recording 3 ways that the text relates
to their own experiences, 3 things theyre wondering about before, during, and after, and 3 things
that they learned after reading a text.

Rationale: Students will be able to work on their ability to express their ideas and thoughts verbally
with discussion etiquette guidelines while working together to gain a more in-depth and accurate
understanding of texts. This is an important skill because as young people and future adults, my
students need to be able to comprehend texts, both informational and literary, and be able to base
thoughts and opinions off what they read. I will work to make it relevant to my students by using
texts that students are interested in and use discussion questions that they can relate to and that
keep them engaged.

Materials & supplies needed: On A Windy Night by Nancy Raines Day, Illustrated by George Bates,
28 copies of Follow Your Inner Thinking
Procedures and approximate time allocated for each event
Academic, Social and/or

Linguistic Support during
Introduction to the lesson
each event (content/topic
Today were going to talk about some ways that we can think while process/activities, product,
were reading so we can connect with the book more and hear more environment/strategies)
of what the author is trying to share with us. How many people

think about what the author is saying as you read? (Wait for hands) Roam as you explain to keep
I always find myself asking questions before I read and even during. students engaged and doing
I love it when the author answers my questions- its like theyre
the right things (active
reading my mind! Do you ever use what you already know to help
listening).
you understand something the author is saying? Good readers do

that a lot, so Im not surprised that so many of you wonder about
Allow students who prefer to
things as you read. But sometimes those thoughts get way off topic. stand and listen do so.
Like, Ill be reading and the author will say something about a shoe,
then Ill think oh yeah, I left my shoes where my dog can get to

them. I wonder if she ate them yet. I cant even be mad- shes so

cute. Her name is Oh yeah I was reading, wasnt I? See how easily
that can happen!? Does that ever happen to you? Well today were

going to talk about ways we can use these things to be even better

readers! Were going to explore this book, Hallo-Weiner, but before
we do, lets make sure that we are good listeners (what does that

mean), and that if we have questions or comments during reading,

just write them down and well get to them when we have time

ELA: Comprehension

thats not disrupting. Everyone should stay in their seats. Pass out
activity sheet as you end the launch but still talking.
(5 minutes)

OUTLINE of key events during the lesson
Go over Follow Your Inner Thinking sheet. Do the I wonder part
together. What are they wondering about? Im thinking maybe hes
trick or treating on a windy night? I wonder if he got lots of candy.
What else are you wondering? Create bridges for students to
respond to others, for example, if a student thinks something bad is
going to happen, why? Do others agree? Draw student reasoning
and try to have students add to and develop conversation. Now
that we have our brain juices flowing, lets get started. I know you
all will be awesome, but remember, all thoughts stay between your
head and your paper for now. I should not hear any voices and I
should not see anyone out of their seats. I will roam so everyone can
see all the pictures. Im going to share my thoughts and ideas, and if
you have the same one, still write it down but you can put a star or
something next to it to say Hey! I thought the same thing!

Begin reading On a Windy Night. Share thoughts and questions as
you read. Keep one eye and ear out for behavior. Roam the room as
you read and make sure that everyone is on task writing ideas and
thoughts in I wonder or That reminds me of
(20 minutes)

Closing summary for the lesson
Discuss what students wrote down during the reading. Did anyone
have a lot of the same questions and thoughts as I did? What are
some thoughts you wrote down on your sheets? Try to connect or
lead students to stay on the same train of thought rather than
hoping around to completely different thoughts. What made you
think about that? How did that help you understand the story later?
Did anyone else have the same thought but for different reasons?
Did we answer any of the things that we wondered about before or
during by the end of the book? Lets put an A next to all the
wonders that were answers. It was really exciting when the book
answered my questions! I always feel like they read my mind when
they do that and I also feel like I remember more when I ask then
its answered because I was curious about it. Does anyone feel the
same way? What is one strategy that you think helps you the most
in staying focused during reading or understanding what youre
reading? Think about it then write it on the back of the sheet. If
theres time, allow students to share out. We can use these
strategies in all sorts of texts. When youre reading your favorite

A. Peterson
Students can show me or tell
me by raising their hand.







Read loudly and roam
showing the pictures to every
table. Maybe take pictures of
the pictures to project over
the computer. This way youre
not stuck at the elmo, you can
still roam, but students can
see the text and the pictures
without getting frustrated.



Tell students they can use
hand signals if they want to
show that they had the same
thought. (Still no verbal)













Remind students to treat
others how you want to be
treated during discussion.
Some people may have to be
moved.

Tell students if they can also

ELA: Comprehension

novel, a science magazine, a time magazine, or even a textbook!

Good readers choose and use the ones the make the most sense
with the type of book theyre reading and what works best for them.
Since youre all good readers, you can start to learn and practice
more strategies and use the ones that work best for you. Collect
worksheets.
(10 minutes)

Transition to next learning activity
Great job thinking and writing today! Make sure I get your
worksheet as you leave. When I see and hear quiet tables, I will call
those tables to line up to switch.
Assessment
I will gauge student learning by roaming during reading. Are
students writing thoughts down, new wonders, things that theyre
reminded of, things they learned? Do students seem engaged with
the text and their thoughts? Are some students able to share ideas
during discussion? Or seem engaged with what others are saying?
Analyze collected worksheets. Do students make connections
between wondering, their own experiences, and what they
learned? Review the next day depending on results and
observations, Give students the graphic organizer but for
individual reading the next day. Review objective and hit on items
that the students missed during the introduction the next day.

A. Peterson
like to share what they think
about my questions on the
back of their paper.

Students can write the things
theyre wondering about
some of the questions that
were answered on the back
rather than sharing out.

Take a non-verbal pole of
what strategy helped them
the most in understanding the
text.
Academic, Social, and/or
Linguistic Support during
assessment
Might have to ask some
students for verbal
explanation if their sentences
are coming out completely
clear.
Use notes on the backs of
collected work to compliment
your anec recs of the
discussion.