Unit Planning Organizer: ELA Reading Comprehension – 8’s

Week 1

Theme: Identity

Critical Inquiry Question: How can we use skills acquired from reading comprehension strategies to enrich
our understanding of the types of media that we encounter?
(short stories, newspaper articles, social media blips (fact or opinion), poems, books, magazines, texts, emails, research information). Can
these skills be transferred into other forms of media (how to understand a movie, news, video games, music?
GLO’s 1: Explore thoughts, idea feeling and experiences
2: Comprehend and respond personally and critically to oral, print, and other media texts
3: Manage ideas and information: Students will listen, speak, read, write, view, and represent to manage ideas and information

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 6

Finding the main idea Recalling facts and Understanding sequence Review skills in Comparing and
within a story details lesson 1-3: contrasting
Recognizing cause
and effect

Related Questions Related Questions Related Questions Related Questions Related Questions
What is the text/media main How can you find the facts What does sequence mean What does cause and What is
idea about? and details within a text? and how can I find it? effect mean and how comparing/contrasting?
What vital details does this What do facts and details What types of questions can I find it? What can I look for
text or media offer to tell you about the main can I ask if the sequence What can I do when when compared and
describe the main idea? idea? cannot easily be found? cause and effect are contrasted is not easily
Where can you find these not easily found? shown?
details?
Why was the text written
and or the media composed?
When do you know you
have found the main idea?

SLO’s
1.1 Discover and Explore: review,
reread, discuss, and reflect on
oral, print, and other media
texts to explore, confirm or
revise understanding
1.1: Experiment with Language and
forms: discuss and respond to ways
that forms of oral, print, and other
media texts enhance or constrain
the development and
communication of ideas,
information, and experiences
2:1 Use prior knowledge:
use strategies to supplement and
extend prior knowledge and
experiences when interpreting new
ideas and information
2.2 Use textual cues: identify and
use structural features of a variety
of oral, print, and other media texts,
such as newspapers, magazines,
instruction booklets,
advertisements, and schedules,
encountered in everyday life to
access ideas and information and to
read with purpose
2.3 distinguish theme from topic
or main idea in oral, print, and
other media texts:
summarize the content of media
texts, and discuss the choices
made in planning and
producing them
3.1 Focus attention: experiment
with several ways to focus a topic,
and select a form appropriate to
audience and purpose
3.2 Access information: adjust
rate of reading or viewing to
suit purpose and density of
information in print or another
media text
3.4 Share and review:
communicate ideas and
1.1 Discover and Explore:
review, reread, discuss, and
reflect on oral, print, and other
media texts to explore, confirm or
revise understanding
Experiment with Language and
forms: discuss and respond to
ways that forms of oral, print, and
other media texts enhance or
constrain the development and
communication of ideas,
information, and experiences
2.1: use strategies to supplement
and extend prior knowledge and
experiences when interpreting
new ideas and information
Use textual cues: identify and use
structural features of a variety of
oral, print, and other media texts,
such as newspapers, magazines,
instruction booklets,
advertisements, and schedules,
encountered in everyday life to
access ideas and information and
to read with purpose
2. 3 distinguish theme from
topic or main idea in oral,
print, and other media texts:
summarize the content of
media texts, and discuss the
choices made in planning and
producing them
3.4 Share and review:
communicate ideas and
information in a variety of
oral, print, and other media
texts, such as interviews,
minilessons and
documentaries: integrate
appropriate visual, print
and/or other media to inform
and engage the audience
3.3 Organize information;
organize ideas and information
creatively, as well as logically, to
develop a comparison or
1.1 Discover and Explore:
review, reread, discuss, and
reflect on oral, print, and other
media texts to explore, confirm or
revise understanding
Experiment with Language and
forms: discuss and respond to
ways that forms of oral, print, and
other media texts enhance or
constrain the development and
communication of ideas,
information, and experiences
2.1: use strategies to supplement
and extend prior knowledge and
experiences when interpreting
new ideas and information
Use textual cues: identify and use
structural features of a variety of
oral, print, and other media texts,
such as newspapers, magazines,
instruction booklets,
advertisements, and schedules,
encountered in everyday life to
access ideas and information and
to read with purpose
2. 3 distinguish theme from
topic or main idea in oral,
print, and other media texts:
summarize the content of
media texts, and discuss the
choices made in planning and
producing them
3.4 Share and review:
communicate ideas and
information in a variety of
oral, print, and other media
texts, such as interviews,
minilessons and
documentaries: integrate
appropriate visual, print
and/or other media to inform
and engage the audience
3.3 Organize information;
organize ideas and information
creatively, as well as logically, to
develop a comparison or
1.1 Discover and Explore:
review, reread, discuss,
and reflect on oral, print,
and other media texts to
explore, confirm or revise
understanding
Experiment with Language
and forms: discuss and
respond to ways that forms
of oral, print, and other
media texts enhance or
constrain the development
and communication of
ideas, information, and
experiences
2.1: use strategies to
supplement and extend
prior knowledge and
experiences when
interpreting new ideas and
information
Use textual cues: identify
and use structural features
of a variety of oral, print,
and other media texts, such
as newspapers, magazines,
instruction booklets,
advertisements, and
schedules, encountered in
everyday life to access
ideas and information and
to read with purpose
2. 3 distinguish theme
from topic or main idea
in oral, print, and other
media texts: summarize
the content of media
texts, and discuss the
choices made in
planning and producing
them
3.4 Share and review:
communicate ideas and
information in a variety
of oral, print, and other
media texts, such as
interviews, minilessons
and documentaries:
1.1 Discover and Explore:
review, reread, discuss, and
reflect on oral, print, and
other media texts to explore,
confirm or revise
understanding
Experiment with Language
and forms: discuss and
respond to ways that forms
of oral, print, and other
media texts enhance or
constrain the development
and communication of ideas,
information, and experiences
2.1: use strategies to
supplement and extend prior
knowledge and experiences
when interpreting new ideas
and information
Use textual cues: identify
and use structural features of
a variety of oral, print, and
other media texts, such as
newspapers, magazines,
instruction booklets,
advertisements, and
schedules, encountered in
everyday life to access ideas
and information and to read
with purpose
2. 3 distinguish theme from
topic or main idea in oral,
print, and other media
texts: summarize the
content of media texts,
and discuss the choices
made in planning and
producing them
3.4 Share and review:
communicate ideas and
information in a variety
of oral, print, and other
media texts, such as
interviews, minilessons
and documentaries:
integrate appropriate
visual, print and/or other
 information in a variety of
oral, print, and other media
texts, such as interviews,
minilessons and
documentaries: integrate
appropriate visual, print
and/or other media to
inform and engage the
audience
Main Idea
Topic
S: N/A
F: Observations during
group work, Verbal
questions, and responses,
Article underlining and
question responses, Exit slip
Lesson Procedure:
Activity 1: News clip,
response, and images to
display main image
Activity 2: Group Words,
chronology, or to show a cause–
effect relationship
Facts
Details
S: N/A
F: Observations during
partner and individual
work, Verbal questions
and responses, s Exit Slip
Worksheet (Text
Messaging),
Lesson Procedure
Activity 1: Text messaging
(forming own facts from
information)
Activity 2: Exchanging text
messages
chronology, or to show a cause– integrate appropriate media to inform and
effect relationship visual, print and/or engage the audience
other media to inform 3.3 Organize information;
and engage the organize ideas and
audience information creatively, as
well as logically, to develop
3.3 Organize information;
organize ideas and a comparison or chronology,
information creatively, as or to show a cause–effect
well as logically, to relationship
develop a comparison or
chronology, or to show a
cause–effect relationship
Key Concepts
Sequence Cause Comparing
Effect Contrasting
Reason
Assessment
S: N/A S Answers on stars S: N/A
F: Sequential order review pages 34-37 F: Partner Vein
(activity 2), exit slip, F: Identity paragraph diagram, Exit slip
Completion of Star pages Cause and effect trail
worksheet paragraph,
exit slip
Lesson Procedure Lesson Procedure Lesson Procedure
Introduce video Activity 1: Have Activity 1: Students
(https://youtu.be/Y6- students complete stars use a vein diagram
zUfJ1qqM ) pages 34-37. Once they with the teacher
after reading a text,
are finished, have them
Activity 3: Finding the main Activity 1: Stars write down a paragraph next student
idea in a text source worksheet and about the identity of complete there own
discussion the Vietnamese or in pairs when
Activity 2: Sequential Rumpelstiltskin reading a different
order (discuss order of text
events, together, Activity 2: Cause and
highlight first, then, effect trail (students Activity 2: Giving
next, last), handout depict a text to Thanks: A
graphic organizer and determine the cause compare-and-
have students do this and effect (this can be contrast lesson
with a partner and fill individually or in (students will
out their own
partners ), after engage in a
sequential order sheet
following an example discussion
Activity 3: May I take
your order please, from the teacher. They following a 5
students make then get set up with minute video of
sequential orders for another set of reading compare and
each other to follow partners and discuss contrast the
based off texts what each side had for lifestyles of
cause and effect. Australian children
to Vietnam
children(https://ww
w.youtube.com/wat
ch?v=KFZz6ICzpjI
)

Materials and Resources Materials and Resources Materials and Materials and Materials and
needed needed Resources needed Resources needed Resources needed
 Copies of column sheet  Text message handout (8.1- 23, o Sequential o Cause and o Vein
(8.1- 23, 8.2-28, 9.5- 8.2-28, x4 per student) order effect trail diagram
31)  Stars pages 20,21,22 o Various texts o Smartboard/ worksheet
 Copies of Helen Keller  Exit Slips o Personal Personal o Various
article  PowerPoint (personal laptop) laptop/ Laptop texts for
 Exit Slips smartboard o Various texts students to
 Smartboard and o Exit slips (one for read (one
personal laptop modelling, for
one for modelling,
students to one for
dive into)
 o Exit slips students to
dive into)

Week 2

Theme: Identity

Critical Inquiry Question: Critical

Inquiry Question: To what extent (or How) can we use the skills acquired from
reading comprehension strategies to enrich our understanding of the types of media and text that we encounter
on a daily basis?
(short stories, newspaper articles, social media blips (fact or opinion), poems, books, magazines, texts, emails, research information). Can
these skills be transferred into other forms of media (how to understand a movie, news, video games, music?
GLO’s 1: Explore thoughts, idea feeling and experiences
2: Comprehend and respond personally and critically to oral, print, and other media texts
3: Manage ideas and information: Students will listen, speak, read, write, view, and represent to manage ideas and information

Lesson 7- 8.1- Tues, 12 Lesson 8 Lesson 9 Lesson 10 Lesson 11

8.2- Wed, 13 Review of lesson 4-6: Find Drawing conclusions Distinguishing Review 8-10 lesson:
Prediction word meaning in context and making between fact and Identifying author’s
inferences opinion purpose
 Related Questions
How do you make a
prediction?
Why is it important to make
predictions?
1.1 Discover and Explore: review,
reread, discuss, and reflect on oral,
print, and other media texts to explore,
confirm or revise understanding
Experiment with Language and forms:
discuss and respond to ways that
forms of oral, print, and other media
texts enhance or constrain the
development and communication of
ideas, information, and experiences
2.1: use strategies to supplement and
extend prior knowledge and
experiences when interpreting new
ideas and information
Use textual cues: identify and use
structural features of a variety of oral,
print, and other media texts, such as
newspapers, magazines, instruction
booklets, advertisements, and
schedules, encountered in everyday
life to access ideas and information
and to read with purpose
2. 3 distinguish theme from topic or
main idea in oral, print, and other
media texts: summarize the
content of media texts, and
discuss the choices made in
planning and producing them
3.4 Share and review: communicate
ideas and information in a variety
of oral, print, and other media
texts, such as interviews,
minilessons and documentaries:
integrate appropriate visual, print
Related Questions
What is word meaning in
context?
How do you find word
meaning in context?
1.1 Discover and Explore: review,
reread, discuss, and reflect on oral,
print, and other media texts to
explore, confirm or revise
understanding
Experiment with Language and
forms: discuss and respond to ways
that forms of oral, print, and other
media texts enhance or constrain the
development and communication of
ideas, information, and experiences
2.1: use strategies to supplement
and extend prior knowledge and
experiences when interpreting new
ideas and information
Use textual cues: identify and use
structural features of a variety of
oral, print, and other media texts,
such as newspapers, magazines,
instruction booklets, advertisements,
and schedules, encountered in
everyday life to access ideas and
information and to read with
purpose
2. 3 distinguish theme from topic
or main idea in oral, print, and
other media texts: summarize the
content of media texts, and
discuss the choices made in
planning and producing them
3.4 Share and review:
communicate ideas and
information in a variety of oral,
print, and other media texts,
Related Questions
How do you make an
inference?
How do you draw a
conclusion?
SLO’s
1.1 Discover and Explore:
review, reread, discuss, and
reflect on oral, print, and
other media texts to explore,
confirm or revise
understanding
Experiment with Language
and forms: discuss and
respond to ways that forms of
oral, print, and other media
texts enhance or constrain the
development and
communication of ideas,
information, and experiences
2.1: use strategies to
supplement and extend prior
knowledge and experiences
when interpreting new ideas
and information
Use textual cues: identify and
use structural features of a
variety of oral, print, and
other media texts, such as
newspapers, magazines,
instruction booklets,
advertisements, and
schedules, encountered in
everyday life to access ideas
and information and to read
with purpose
2. 3 distinguish theme from
topic or main idea in oral,
print, and other media
texts: summarize the
content of media texts,
Related Questions
How can we find facts
and opinions?
How can we tell the
difference between the
two?
1.1 Discover and Explore:
review, reread, discuss, and
reflect on oral, print, and
other media texts to explore,
confirm or revise
understanding
Experiment with Language
and forms: discuss and
respond to ways that forms of
oral, print, and other media
texts enhance or constrain the
development and
communication of ideas,
information, and experiences
2.1: use strategies to
supplement and extend prior
knowledge and experiences
when interpreting new ideas
and information
Use textual cues: identify and
use structural features of a
variety of oral, print, and
other media texts, such as
newspapers, magazines,
instruction booklets,
advertisements, and
schedules, encountered in
everyday life to access ideas
and information and to read
with purpose
2. 3 distinguish theme from
topic or main idea in oral,
print, and other media
texts: summarize the
content of media texts,
Related Questions
What is author’s
purpose?
How do you find
author’s purpose?
1.1 Discover and Explore:
review, reread, discuss, and
reflect on oral, print, and other
media texts to explore,
confirm or revise
understanding
Experiment with Language
and forms: discuss and
respond to ways that forms of
oral, print, and other media
texts enhance or constrain the
development and
communication of ideas,
information, and experiences
2.1: use strategies to
supplement and extend prior
knowledge and experiences
when interpreting new ideas
and information
Use textual cues: identify and
use structural features of a
variety of oral, print, and other
media texts, such as
newspapers, magazines,
instruction booklets,
advertisements, and schedules,
encountered in everyday life
to access ideas and
information and to read with
purpose
2. 3 distinguish theme from
topic or main idea in oral,
print, and other media texts:
summarize the content of
media texts, and discuss
and/or other media to inform and
engage the audience
3.3 Organize information; organize
ideas and information creatively, as
well as logically, to develop a
comparison or chronology, or to show
a cause–effect relationship
Prediction
S:N/A
F: prediction basketball
answers, prediction chart
(there own version), exit slip
such as interviews, minilessons
and documentaries: integrate
appropriate visual, print and/or
other media to inform and
engage the audience
3.3 Organize information; organize
ideas and information creatively, as
well as logically, to develop a
comparison or chronology, or to
show a cause–effect relationship
Synonym
Antonym
S: N/A
F: Answers on stars review
pages 68-71 and context
challenge page hand out
Student participation in the
context challenge, identity
paragraph, exit slip
and discuss the choices
made in planning and
producing them
3.4 Share and review:
communicate ideas and
information in a variety of
oral, print, and other
media texts, such as
interviews, minilessons
and documentaries:
integrate appropriate
visual, print and/or other
media to inform and
engage the audience
3.3 Organize information;
organize ideas and
information creatively, as
well as logically, to develop a
comparison or chronology, or
to show a cause–effect
relationship
Key Concepts
Conclusion
Inference
Assessment
S: Stars pages
F: magazine inference
(add to Moodle),
Graphic organizer
during movie
and discuss the choices
made in planning and
producing them
3.4 Share and review:
communicate ideas and
information in a variety of
oral, print, and other
media texts, such as
interviews, minilessons
and documentaries:
integrate appropriate
visual, print and/or other
media to inform and
engage the audience
3.3 Organize information;
organize ideas and
information creatively, as
well as logically, to develop a
comparison or chronology, or
to show a cause–effect
relationship
Fact
Opinion
S: Exit slip,
F: Debate worksheet
the choices made in
planning and producing
them
3.4 Share and review:
communicate ideas and
information in a variety of
oral, print, and other media
texts, such as interviews,
minilessons and
documentaries: integrate
appropriate visual, print
and/or other media to
inform and engage the
audience
3.3 Organize information;
organize ideas and
information creatively, as well
as logically, to develop a
comparison or chronology, or
to show a cause–effect
relationship
Entertain
Persuade
S: Guided practice
paragraphs, independent
article’s practice
F: Stars review
worksheets, exit slip
Lesson Procedure
Activity 1: prediction chart
(teaches students to use good
evidence for making
predictions by breaking down
the process and shows how
this naturally happens in the
brain while reading. Begins
with a discussion, then I model
for the students how to do this,
then they practice it with me,
and they will do one of there
own for an image.
Activity 2: prediction
Basketball (read a text with
students and have them stop at
a point decided by you, have
students write a major
prediction on half sheet of
paper, use a makeshift
basketball hoop, and have
students throw these into this.
In front of the class, open
some of the predictions and
discuss the prediction and if
there is enough evidence to
support it. Hand out all
predictions and have students
discuss with a partner the
reason for prediction and
supporting evidence).
Lesson Procedure
Activity 1: Have students
complete stars pages 68-71.
Once they are finished, have
them write down a paragraph
about the identity of the
women in the field or the
tiger, the wise man, and the
jackal.
Activity 2: Context Clues
challenge: In groups of
four, students write down
definitions, but there’s a
catch! They’re not allowed
to use dictionaries,
glossaries, dictionary.com or
any other reference. They’re
only allowed to use each
other and the literary work in
which the word appears.
They must use context clues.
Each team compares
definitions. The team with
the highest point total at the
end wins the game, the A+,
and becomes the kings and
queens of context clues.
Lesson Procedure Lesson Procedure Lesson Procedure
Activity 1: Image Activity 1: Introduction Activity 1: Have students
inferences and to key words via PPT complete review stars
predictions (pg. 107 - Activity 2: Students pages 102-104. Discuss
Zwiers) Students will will analyze a Roosevelt’s identity
make inferences based controversial after
off of magazine environmental topic. Activity 2: Introduce
advertisements (I do, Students will compare inquiry questions and
we do , you do and contrast different terms
strategy) opinions about a Activity 3: Describing
Activity 2: Drawing controversial topic and author’s purpose is as
conclusions from a make a fact-based easy as P.I.E (I ntro:
movie clip (use an opinion about the Begin the lesson by
example on the board, environmental subject. asking students what they
draw a graphic Activity 3: Students know about author's
organizer, hand will use skills learned purpose Students then
students these, then and apply this to an access teacher created
conduct example. Play identity stars paragraph Padlet wall to record
the movie clip and (pg 98) their individual thoughts.
pause to allow students Give students several
practice of supporting minutes to turn and talk
evidence to get to a about their thoughts on
conclusion. author's purpose. Direct
Activity 3: Put both Instruction (Review
activities into action by authors purpose through
having students a prezi, 3 videos within)
complete page 88 and Guided practice : Model
91 of stars booklet how to use text based
evidence to determine
author's purpose in a
non-fiction article.
Independent practice (for
HW over weekend)-
handout articles
Finish with exit slip
Materials and Resources Materials and Resources Materials and Materials and Materials and
needed needed Resources needed Resources needed Resources needed
o Handouts (exit slip, o Stars worksheet o Chart for o Debate o PowerPoint
prediction chart) pages 68-71 inference organizer and o Exit slip
o PowerPoint/personal o Text for students to o Magazine ads text o Stars
laptop find meaning of o Smartboard o PowerPoint worksheet and
words in for hands on o Handouts of articles for HW
o Students will need ad inferences stars (if not enough
their own pencil o Graphic worksheet (98) time)
and paper for organizer for o Exit slip
challenge conclusion
o Dictionaries for o Movie clip for
extra help (if conclusion
needed) o Pg 88- 91 of
stars booklet
o Exit slip

Week 3
Critical Inquiry Question: Critical Inquiry Question: Critical
Inquiry Question: To what extent (or
How) can we use skills acquired from reading comprehension strategies to enrich our
understanding of the types of media and text that we encounter on a daily basis?
(short stories, newspaper articles, social media blips (fact or opinion), poems, books, magazines, texts, emails,
research information). Can these skills be transferred into other forms of media (how to understand a movie,
news, video games, music?
GLO’s 1: Explore thoughts, idea feeling and experiences
2: Comprehend and respond personally and critically to oral, print, and other media texts
3: Manage ideas and information: Students will listen, speak, read, write, view, and represent to
manage ideas and information

Lesson 12 Lesson 13 Lesson 15 Lesson 16

Interpreting figurative language Summarizing
 Related Questions Related Questions Wednesday, Thursday, Friday April Monday Tuesday Wednesday Thursday Friday
How do you understand figurative language? What is summarizing? April 3 April 4th 5th April 8th April 9th April 10th April 11th April 12th
What is a simile, metaphor and idiom? How can I make a good Working on Working on Working on review for RCS Final Students Students Students
Monday April 1st summary? Performance Performance Performance test (Stars Unit Test working on work and present
How can a good Task- Blue task- Task- review performance submit final performance
summary help me cart and Blue cart and Computer Stars topic task performance task
deconstruct different computer lab computer lab Lab (8-1 did, 1-12, quiz task
types of media? 8-2 did not) let live)
Tuesday April 2nd

SLO’s SLO’S
1.1 Discover and Explore: review, reread, discuss, and 1.1 Discover and Explore:
reflect on oral, print, and other media texts to explore, review, reread, discuss,
confirm or revise understanding and reflect on oral, print,
Experiment with Language and forms: discuss and and other media texts to
respond to ways that forms of oral, print, and other media explore, confirm or revise
texts enhance or constrain the development and understanding
communication of ideas, information, and experiences Experiment with Language
2.1: use strategies to supplement and extend prior and forms: discuss and
knowledge and experiences when interpreting new ideas respond to ways that forms
and information of oral, print, and other
Use textual cues: identify and use structural features of a media texts enhance or
variety of oral, print, and other media texts, such as constrain the development
newspapers, magazines, instruction booklets, and communication of
advertisements, and schedules, encountered in everyday ideas, information, and
life to access ideas and information and to read with experiences
purpose 2.1: use strategies to
2. 3 distinguish theme from topic or main idea in oral, supplement and extend
print, and other media texts: summarize the content prior knowledge and
of media texts, and discuss the choices made in experiences when
planning and producing them interpreting new ideas and
information
3.4 Share and review: communicate ideas and
Use textual cues: identify
information in a variety of oral, print, and other and use structural features
media texts, such as interviews, minilessons and of a variety of oral, print,
documentaries: integrate appropriate visual, print and other media texts, such
and/or other media to inform and engage the as newspapers, magazines,
audience instruction booklets,
3.3 Organize information; organize ideas and information advertisements, and
creatively, as well as logically, to develop a comparison schedules, encountered in
or chronology, or to show a cause–effect relationship everyday life to access
ideas and information and
to read with purpose
2. 3 distinguish theme
from topic or main idea
in oral, print, and other
media texts: summarize
 the content of media
texts, and discuss the
choices made in
planning and producing
them
3.4 Share and review:
communicate ideas and
information in a variety
of oral, print, and other
media texts, such as
interviews, minilessons
and documentaries:
integrate appropriate
visual, print and/or
other media to inform
and engage the audience
3.3 Organize information;
organize ideas and
information creatively, as
well as logically, to
develop a comparison or
chronology, or to show a
cause–effect relationship

Key Concepts Key Concepts

Idiom Summary
Simile Fiction
Metaphor Non-fiction
Alliteration (Same goes for these
Hyperboles words and or ask if
Personification they already know
Onomatopoeia the meaning of these)

Italics words are not on vocab set but can be

brought up to make students aware of them (if
they are grasping the unit well thus far)
 Assessment Assessment
S: Stars worksheet, exit slip S: Stars worksheet
F: Notes during Prezi, video game practice pages 132 and 134,
exit slip
F: Four-square
summary

Lesson Procedure Lesson Procedure

Activity 1: Introduce figurative language Activity 1:
(Prezi (20 mins) Introduction into
2: Students participate in figure language summary (ppt)
Video Game (for review) Activity 2: Four-
3: Stars work sheet pg 123 and 125 Square summary of
Exit slip text (identifies main
ideas, matches these
with supporting
details, and selects
domain-specific
words from the text
Activity 3: Students
complete stars work
sheet pages 132 and
134, and complete an
exit slip on the way
out

Materials and Resources needed Materials and

o Personal laptop/ Smartboard Resources needed
o Laptops for students – Blue Cart for o Powerpoint
video game and persona
(https://ereadinggames.com/orpheus/) laptop
o Exit slip o Four-Square
summary
handout
o Stars
worksheet
o Exit slip
 with the additional steps below to ensure comprehension for ELLs.

 Introduce the comprehension strategy or skill (see above list) through examples. Discuss how, when, where, and why the
strategy or skills are used. For example: contrast main idea with details, fact with opinion, good summaries with poor
summaries.
 Have students volunteer additional examples to contrast and discuss.
 Label, define, model, and explain the strategy or skill. For example, after listing four facts about a healthy diet and four
opinions about what is good to eat, label one list as facts and the other list as opinions.
 Give students opportunities to practice using the strategy with a peer as they apply it to a short, simple paragraph from a
science text or any expository text.
 Debrief with the whole class to ask students to share how they applied the strategy or skill.
Additional steps for ELLs

 Identify vocabulary words that you think might be difficult for students to understand when they read the text. Write ELL-
friendly definitions for each - that is, simple, brief definitions ELLs can easily understand.
 Model think-alouds. For example: verbalize a confusing point or show how you use a strategy to comprehend something.
"This sounds very confusing to me. I better read this sentence again."
 Demonstrate fix-up strategies. For example: I need to think about this. Let me rethink what was happening. Maybe I'll
reread this. I'll read ahead for a moment.
 Partner ELLs with more dominant English speakers and ask each student to take a turn reading and thinking aloud with
short passages.
 After working with partners successfully, ask ELLs to practice independently by using a checklist such as the following. Be
sure to explain all the terms and model each.
While I was reading, how did I do?