ELI ZABETH MAY

Le joueur de flte:
Reading Comprehension Strategies
Teacher Information
Designed for second through fourth graders

1-2 minutes of anticipatory activities

5-8 minutes of teacher reading

5-8 minutes of student group work

Includes independent and collaborative group work

Objective
Students will be able to use strategies to be aware of
their comprehension as they read as well as identify
and infer at the perspectives of the storys characters.
Resources Needed
Projector
Pencils
Index cards
Markers and/or colored pencils
Approximately 25 sheets 8.5in X 11in of white paper
Approximately 50 sheets of white 8.5in X 5.5in paper
Can cut white printer paper in half
The text Le joueur de flte
Page scans located at end of presentation
Comprehension Strategies
Pre-reading: Anticipation guide
Activates prior knowledge about the use of sound

During Reading: Sketch through text
Continuously monitors comprehension
Introduces students to SELF monitoring

After reading: RAFT (modified for age group)
Collaborative group work
Choice
Creativity
Part 1: Anticipatory Set
Share with students that:
We will work on being aware of our comprehension while we
read and listen to a story.
We will examine the use of sound from a cultural perspective.
We will think about the text from multiple characters
perspectives to help us better understand the action and plot.

Part 1: Anticipatory Set
Distribute one index card to each student

Distribute one pencil to each student

Ask students to write the answer to question 1 on the
side of the index card with lines

Ask students to write the answer to question 2 on the
all white side of the index card
Part 1: Anticipatory Set
Question 1: How do we use sounds that we make?

Question 2: Does sound have power? How?
Part 1: Anticipatory Set
Allow 1-2 minutes for students to jot down answers

Answers should be brief and incomplete sentences
are acceptable

Allow 1 minute for students to share their answers
with another student at their table
Part 2: Monitoring Comprehension
Distribute one 8.5in X 11in sheet of paper to each
student

Students fold the paper into fourths, drawing a line
with a pencil to distinguish between boxes
Part 2: Monitoring Comprehension
Share with students that a text will be read aloud

Encourage students to focus on the words and try to
make mental pictures

Pause at the end of every two pages for students to
write or draw what is happening inside of their
minds at the time
Is what you see inside your head distracting?
Is what you see inside your head what is happening in the
story?
Part 2: Monitoring Comprehension
Read the text aloud to the class

Pause at the end of every two pages and allow 30-45
seconds for students to quickly sketch or write what
is going on inside of their minds
Part 2: Monitory Comprehension
At conclusion of the text:
Allow 1-2 minutes for students to complete unfinished
sentences or sketches
Ask students to look over their work to determine if they were
distracted or focused
Ask students to look over their work to determine if they
thought they understood the story
Ask students to submit their work to the instructor
Part 3: Retelling the Story
Distribute 4 sheets of 8.5in X 5.5in paper to each
group
This can easily be done by cutting 8.5in X 11in paper in half
before the lesson

Organize students into groups of 3
Jobs of students in each group:
Recorder
Time keeper and idea synthesizer
Presenter
Part 3: Retelling the Story
Students will:
Using the 4 sheets of blank paper, students need to construct a
new book including essential elements of a book
Instructor looks for cover page with a title and list of authors,
illustrations, organized text, etc.
Retell the story from the perspective of a character in the story
Suggestions: The flute player, the mayor, the rats, the children, the
parents, etc.
Part 3: Retelling the Story
If time allows, student groups exchange their newly
created books and read other groups work

Completed stories can be placed in the classroom
library
Assessment
Individual student written response

Reflection on work

Provide each student with 2 post-it notes of different
colors.

Students respond to one question on one colored post-it.
On post-it note color 1: From whose perspective did you write your
new story?
On post-it note color 2: How did the story change from the one the
teacher read to the class?
Parent Involvement
Students retell the story the teacher read to the class to
an adult at home

Students retell the story the students rewrote to an adult
at home

Students can make or draw a web or cluster of the story

Students can make or draw a Venn diagram comparing
the two stories
Enrichment
Project: Write a fictional story that uses sound or
music as the most important part of the action. Use
creativity and imagination to create a story like none
other we have read.

Report: Write a nonfiction text that informs the
reader how sound is used in different cultures
throughout the world (war drums/horns, in
emergencies, etc.)
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