Reading Lesson Plan

Teacher Candidate: Amber Sage and Kiera Burnett

Date: November 3, 2015
Grade: 4th
Unit/Subject: Reading Informational Texts
Instructional Plan Title/Focus: THIEVES Reading: Stealing Clues about Reading
---------------------------------------------------------------------------------------------------------------------------------Section 1: Planning for Instruction and Assessment
a. Instructional Plan Purpose
The purpose of this lesson is to provide students with a strategy for introducing themselves to a new
text. This is important because it encourages students to discover the topic of a text and its layout before
they begin reading. This aids in the students ability to comprehend the text. This lesson would come
after an introduction to the structure of informational texts and a selection of three books on the
students chosen research topic. It would be followed by a research project where students would use
the texts they had surveyed to conduct research.
b. State/National Learning Standards
CCSS.ELA-LITERACY.RI.4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.4.7
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams,
time lines, animations, or interactive elements on Web pages) and explain how the information
contributes to an understanding of the text in which it appears.

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c. Content Objectives
1. SWBAT describe the main idea of a text and supporting ideas.(CCSS.ELA-LITERACY.RI.4.2)
2. SWBAT explain how visuals in the text help them understand the main idea. (CCSS.ELALITERACY.RI.4.7)
3. SWBAT summarize the main idea of a text using chapter questions. (CCSS.ELALITERACY.RI.4.2)
Language Objectives
4. SWBAT define the terms main idea and key details. (CCSS.ELA-LITERACY.RI.4.2)
d. Previous Learning Experiences
Students will be familiar with fictional texts and have learned how to identify main ideas and key
details from these. Additionally, students will have been introduced to the structure of informational
texts including features such as visuals, headings, and bolded vocabulary.
e. Planning for Student Learning Needs

- ELL: To accommodate English language learners, we will include visuals while introducing the
THIEVES strategy. For example, we will draw a picture of a page and color code the title,
headings, introduction, each first sentence, visuals, vocabulary, and end of chapter questions.

- Physical Disabilities: For students who are unable to hold a book or read independently, we will
have an aid to assist them, to the level appropriate for their disability.

- Mental Disabilities: For students who are unable to read or comprehend the information, we would
pair them with a capable student, allowing them to still identify text features with assistance.

- Low Readers: We will have informational texts available at a variety of reading levels.

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f.

Assessment Strategies
Content Objectives

SWBAT describe the main idea of a text

and supporting ideas.

Assessment Strategies
Informal: As students walk from station to station, we
will check in with them to ensure they understand how to
use the title, headings, introduction, and each first
sentence to identify the main idea using supporting
details. We will use this formative assessment to redirect
students who are not understanding.
Informal: We will ask students to pick their best
THIEVES worksheet (out of the three they create) and we
will assess it for understanding of how to use the title,
headings, introduction, and each first sentence to identify
the main idea using supporting details.

SWBAT explain how visuals in the text

help them understand the main idea.

Informal: As students walk from station to station, we

will check in with them to ensure they understand how to
use the visuals and vocabulary to identify the main idea
using supporting details. We will use this formative
assessment to redirect students who are not
understanding.
Informal: We will ask students to pick their best
THIEVES worksheet (out of the three they create) and we
will assess it for understanding of how to use the visuals
and vocabulary to identify the main idea using supporting
details.

SWBAT summarize the main idea of a text

using chapter questions.

Informal: As students walk from station to station, we

will check in with them to ensure they understand how to
use the end of chapter questions to summarize the main
ideas. We will use this formative assessment to redirect
students who are not understanding.
Informal: We will ask students to pick their best
THIEVES worksheet (out of the three they create) and we
will assess it for understanding of how to use the end of
chapter questions to summarize the main ideas.

Language Objectives

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Assessment Strategies

SWBAT define the terms main idea and

key details.

Informal: While introducing the THIEVES strategy, we

will facilitate a discussion with students on the definition
of main idea and key details. We will have this
discussion in a think-pair share set-up and use
eavesdropping to monitor individual understanding.

g. Student Voice:
K-12 students will:

1. Explain student learning

Student-based evidence

Description of how students will

to be collected

reflect on their learning

Exit Slip

Students will answer the following

targets and what is required

posted questions on an exit slip:

to meet them (including why

1. What are we learning?

they are important to learn).

2. Why is it important to learn this?

2. Monitor their own learning

Worksheet Selection

Students will select their best

progress toward the learning

worksheet out of the three they

targets using the tools

complete and describe on the back of

provided (checklists, rubrics,

the paper why they feel this was their

etc.).

best.

3. Explain how to access

Exit Slip

Students will answer the following

resources and additional

posted questions on an exit slip:

support when needed (and

3. What is one question you still

how/why those resources will

help them).

have?
4. What resources could you use to
answer this question?

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h. Grouping of Students for Instruction

1. Students will be in whole group during the introductory lesson, with occasional partner discussions.
These partner discussions will follow a think-pair-share format so that students may discuss their
ideas in partners before sharing them with the class, allowing them to build confidence.
2. Students will work individually to analyze their books, moving around stations. This gives them
time to collaborate and discuss findings with peers, emphasizing the social aspects of reading.
Section 2: Instruction and Engaging Students in Learning
a. Introduction

- Today we are going to be detectives! We will begin researching for our animal project by finding clues
in the books youve selected as resources. Finding these clues gets us ready to read the book and
understand it.
b. Questions
1. What makes a strong connection between key ideas and main details in a text? (Evaluation)
2. What clues are most important for helping us understand the text? (Analysis)
3. How do these details support your topic? (Synthesis)
4. How did visuals contribute to your understanding of the text? (Analysis)
5. Where did you use details to support your summary? How closely do you think your summary
relates to the actual text? (Evaluation)

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c. Learning Activities

Learning Steps and Activities

Supporting Theories/Principles

Today we are going to be detectives! We will begin

Here we explain to students the purpose of the

researching for our animal project by finding clues in

THIEVES strategy and how it will help them with

the books youve selected as resources. Finding these

comprehension. This serves as a focus for students as

clues gets us ready to read the book and understand

it tells them what they are supposed to be learning.

it.
Before I read an informational book, I like to know

Here, we introduce students to the strategy of

what its about. I like to use a strategy called

THIEVES. By presenting it in this visual and

THIEVES.

organized manner, we build a schema for students to

Introduce THIEVES strategy describing each

follow in their own research.

letter and the questions a reader would ask

themselves. During this time, show students the
THIEVES poster and question guide posters.

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I LOVE frogs. So when I picked out my books, I

Here, we are using the principles from gradual release

looked for ones about frogs. This book, A Frogs Life

of responsibility, a practice coined by Pearson and

by Louise A. Gikow, tells me all sorts of interesting

Gallagher. First, we will model identifying the title,

facts about frogs. Im going to use the THIEVES

headings, introduction, and every first sentence. We

recording chart to keep track of my ideas.

will then discuss and record how these help us

Create anchor chart resembling students

understand what the text is about.

worksheets. Read the title and describe how it

gives you clues about the topic of the text, thinking
about your background knowledge. Then, read
each of the headings discussing and recording how
they show the smaller ideas and relate to the main
idea. Next, Read the introduction of the book
aloud and write what questions this makes you
think of. Finally, read the first sentence of each
section and discuss the additional details this
provides the reader.

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Now we are going to look at the pictures in the book

Continuing the gradual release of responsibility,

to see what clues we can find there.

students will now practice with the remaining letters

Flip through the book, locating visuals and bolded

of the mnemonic. We will provide summaries and

vocabulary. For each one, ask a student volunteer

clarifications of their responses to scaffold this stage.

to describe what the visual tells them about the

This follows Vygotskys principle of scaffolding,

texts. Summarize after each response to clarify.

allowing students to complete a simpler task with

The next letter on our chart is E. This stands for end

assistance as a lead-up to a more difficult one.

of book questions. If there are no questions in your

book, just look at how the author ends the writing.
This gives you great clues about the main point!
Look at the end of the book and ask several
volunteers to describe what the conclusion tells
them about the main idea.
Finally, we take all of the information we have found
and summarize what the book is about. That is the S!
Ask a student volunteer to summarize the text.
Provide your own summary as well.

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Now, students will work independently through the 1. In the final stage of the gradual release of
THIEVES worksheet to locate information about

responsibility, students will now work

their book. We will have students move through

independently to analyze their books using the

stations set up with each letter. The stations will

THIEVES worksheet. During this time, we also

include the questions used to get information.

use formative assessment in the mode of

Students will cycle through these stations three

eavesdropping and personal communication to

times, once for each book on their topic.

evaluate student understanding and redirect when

necessary. We will do this personal
communication using the following questions:
1. What makes a strong connection between key
ideas and main details in a text? (Evaluation)
2. What clues are most important for helping us
understand the text? (Analysis)
3. How do these details support your topic?
(Synthesis)
4. How did visuals contribute to your understanding
of the text? (Analysis)
5. Where did you use details to support your
summary? How closely do you think your
summary relates to the actual text? (Evaluation)

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Upon completing this activity, students will select

Here we implement the principles of student voice,

their best book survey worksheet. They will write

allowing students to assess their own work so that

on the back of the worksheet a description as to

they are able to identify their progress towards the

why they selected it and what strengths they think

learning objectives. This also gives them the

it demonstrates. We will take these worksheets

opportunity to identify areas that need improvement.

home and provide students with feedback before

they continue their research project.
d. Closure
Upon completing the book survey, students will be asked to complete an ext slip as a reflection of their
progress. We will write four questions on the board for students to answer in their journals. The
questions are:
1. What are we learning?
2. Why is it important to learn this

4. What resources could you use to

answer this question?

3. What is one question you still have?

These questions help students focus in on the learning targets and areas of improvement.
e. Independent Practice
Students will be encouraged to use this strategy as an introduction to all informational texts, at school
and at home. Additionally, they could do this with guardians by exploring home libraries and practicing
these skills on the books there. Parents could then discuss the book with students.
f.

Instructional Materials, Resources, and Technology

- THIEVES Worksheet

- A Frogs Life by Louise A. Gikow

- THIEVES Poster

- Student Books

- THIEVES Question Posters

- Anchor Chart

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g. Acknowledgements
Close Reading: THIEVES Reading Strategy. (2014, September 23). Retrieved November 4, 2015, from http://
www.thecurriculumcorner.com/thecurriculumcorner456/close-reading-thieves-reading-strategy/
English Language Arts Standards Reading: Informational Text Grade 4. (n.d.). Retrieved November 3, 2015.
Gikow, L. (2014). A Frog's Life. Upper Saddle River, NJ: Pearson Digital.

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