​ ​ ​Lit​ ​372​ ​Final​ ​Project​ ​Lesson​ ​Planning​ ​Form

Lit.​ ​372​ ​S2017

NOTE:​ ​This​ ​document​ ​is​ ​meant​ ​to​ ​support​ ​the​ ​final​ ​project​ ​directions​ ​document,
neither​​ ​document​ ​stands​ ​on​ ​its​ ​own.
Group​ ​Members​ ​Names:​ ​Michelle​ ​Karwowski,​ ​Emily​ ​Klotz

Theme:​ ​Owls

Grade​ ​Level:​ ​3

Day​ ​1
Section​ ​1:​ ​Central​ ​Focus
Question​ ​Prompts Question​ ​Responses
Central​ ​Focus: Comprehension
The​ ​Essential​ ​Literacy​ ​Strategy​​ ​(ELS)​​ ​being Using​ ​key​ ​details​ ​to​ ​infer​ ​the​ ​main​ ​idea.
taught​ ​(This​ ​will​ ​remain​ ​constant) Asking​ ​how​ ​the​ ​key​ ​details​ ​connect​ ​and​ ​what
the​ ​author​ ​wants​ ​us​ ​to​ ​know​ ​about​ ​the​ ​text
to​ ​infer​ ​the​ ​main​ ​idea.
Prerequisite​ ​Skills​​ ​Needed​ ​to​ ​teach​ ​ELS decoding,​ ​finding​ ​the​ ​main​ ​idea​ ​in​ ​the​ ​first​ ​or
(utilize​ ​the​ ​standards,​ ​and​ ​attend​ ​to​ ​what​ ​the last​ ​sentence​ ​in​ ​simple​ ​texts​ ​(when​ ​clearly
students​ ​need​ ​to​ ​have​ ​learned​ ​in​ ​prior​ ​grades stated​ ​in​ ​the​ ​text),​ ​vocabulary
to​ ​be​ ​ready​ ​to​ ​learn​ ​the​ ​ELS)
NYS​ ​CCLS​ ​Grade​ ​3​ ​ ​Standard​ ​being​ ​addressed 3R2:​ ​determine​ ​a​ ​theme​ ​or​ ​central​ ​idea​ ​and
explain​ ​how​ ​it​ ​is​ ​supported​ ​by​ ​key​ ​details;
summarize​ ​portions​ ​of​ ​a​ ​text​ ​(RI&RL)
Section​ ​2:​ ​Justification
Question​ ​Prompts Question​ ​Responses
APA​ ​Style​ ​text​ ​citation Mason,​ ​A.,​ ​&​ ​Ogle,​ ​N.​ ​G.​ ​(2004).​ ​Owls​.
Toronto:​ ​Kids​ ​Can​ ​Press.
Text​ ​Genre​ ​(fiction,​ ​informational,​ ​poetry,​ ​etc) Informational,​ ​Nonfiction
a) Explain​​ ​with​ ​detail,​ ​how​ ​the​ ​chosen​ ​text The​ ​text​ ​chosen​ ​for​ ​day​ ​1​ ​supports​ ​the
supports​ ​the​ ​teaching​ ​&​ ​learning​ ​of​ ​the teaching​ ​and​ ​learning​ ​of​ ​the​ ​Central​ ​Focus
stated​ ​Central​ ​Focus​​ ​and​ ​Essential and​ ​Essential​ ​literacy​ ​strategy​ ​in​ ​the​ ​following
Literacy​ ​Strategy​​ ​for​ ​comprehension​ ​of ways.​ ​ ​First,​ ​this​ ​text​ ​is​ ​relatively​ ​short​ ​and
text. broken​ ​up​ ​into​ ​sections​ ​by​ ​titles,​ ​which
separates​ ​the​ ​text​ ​into​ ​smaller​ ​chunks​ ​and
makes​ ​it​ ​easier​ ​for​ ​students​ ​to​ ​find​ ​the​ ​main
idea​ ​with​ ​a​ ​small​ ​amount​ ​of​ ​text.​ ​Additionally,
the​ ​text​ ​is​ ​written​ ​on​ ​a​ ​level​ ​that​ ​is​ ​easily
decoded​ ​by​ ​many​ ​third​ ​graders​ ​so​ ​decoding

b) Describe​​ ​with​ ​detail,​ ​your​ ​reasoning
behind​ ​utilizing​ ​this​ ​text​ ​as​ ​the​ ​first,
second​ ​or​ ​third​ ​text​ ​in​ ​the​ ​three-day
sequence.​ ​ ​Make​ ​sure​ ​that​ ​you​ ​are​ ​clear.
will​ ​not​ ​get​ ​in​ ​the​ ​way​ ​of​ ​students’
comprehension,​ ​especially​ ​during​ ​partner
work​ ​on​ ​the​ ​last​ ​paragraph.​ ​This​ ​makes​ ​the
text​ ​well​ ​suited​ ​for​ ​an​ ​introductory​ ​lesson.
Second,​ ​the​ ​author​ ​has​ ​written​ ​the​ ​text​ ​in
such​ ​a​ ​way​ ​that​ ​gives​ ​many​ ​clear​ ​supporting
details​ ​in​ ​each​ ​section​ ​to​ ​support​ ​the​ ​main
idea.​ ​However,​ ​the​ ​main​ ​idea​ ​is​ ​not​ ​stated
clearly​ ​in​ ​the​ ​first​ ​sentence​ ​and​ ​is​ ​more
difficult​ ​to​ ​find.​ ​It​ ​requires​ ​that​ ​the​ ​reader
infer​ ​the​ ​main​ ​idea,​ ​which​ ​supports​ ​the
teaching​ ​of​ ​the​ ​essential​ ​literacy​ ​strategy​ ​in
this​ ​introductory​ ​lesson.​ ​This​ ​supports​ ​the
Central​ ​Focus​ ​of​ ​comprehension​ ​because
understanding​ ​the​ ​main​ ​focus,​ ​or​ ​main​ ​idea,
of​ ​a​ ​text​ ​is​ ​essential​ ​to​ ​understanding​ ​what​ ​a
text​ ​is​ ​about.​ ​Finding​ ​key​ ​details​ ​actively
engages​ ​the​ ​reader​ ​to​ ​think​ ​about​ ​how​ ​these
ideas​ ​fit​ ​together​ ​to​ ​help​ ​the​ ​reader​ ​infer​ ​the
main​ ​idea​ ​and​ ​understand​ ​what​ ​the​ ​central
focus​ ​of​ ​what​ ​they​ ​read​ ​was.​ ​Therefore,​ ​these
factors​ ​will​ ​allow​ ​for​ ​all​ ​three​ ​parts​ ​of​ ​the
gradual​ ​release​ ​of​ ​responsibility​ ​framework
(Pearson​ ​&​ ​Gallagher,​ ​1983)​ ​to​ ​be​ ​addressed
within​ ​the​ ​context​ ​of​ ​this​ ​first​ ​lesson.
Thereby,​ ​providing​ ​the​ ​students​ ​with​ ​multiple
opportunities​ ​to​ ​apply​ ​this​ ​strategy​ ​with
similar​ ​sections​ ​of​ ​text​ ​with​ ​which​ ​they​ ​will​ ​be
successful,​ ​teachers​ ​will​ ​provide​ ​initial
scaffolding​ ​then​ ​release​ ​responsibility​ ​to
students​ ​as​ ​we​ ​lessen​ ​our​ ​scaffolds​ ​until​ ​the
students​ ​can​ ​independently​ ​infer​ ​the​ ​main
idea​ ​by​ ​day​ ​3.
The​ ​following​ ​reasons​ ​influenced​ ​my​ ​decision
to​ ​utilize​ ​this​ ​text​ ​for​ ​the​ ​first​ ​introductory
lesson.​ ​First,​ ​this​ ​text​ ​is​ ​relatively​ ​short​ ​and
broken​ ​up​ ​into​ ​sections​ ​by​ ​titles,​ ​which
separates​ ​the​ ​text​ ​into​ ​smaller​ ​chunks​ ​and
makes​ ​it​ ​easier​ ​for​ ​students​ ​to​ ​find​ ​the​ ​main
idea​ ​with​ ​a​ ​small​ ​amount​ ​of​ ​text.
Additionally,​ ​the​ ​text​ ​is​ ​written​ ​on​ ​a​ ​level​ ​that
is​ ​easily​ ​decoded​ ​by​ ​many​ ​third​ ​graders​ ​so
decoding​ ​and​ ​difficult​ ​vocabulary​ ​will​ ​not​ ​get

Section​ ​3:​ ​Pre-Reading
Question​ ​Prompts
a) Pre-reading​ ​Activity​​ ​(include​ ​citation​ ​of
researcher​ ​&​ ​year​ ​from​ ​the​ ​resources
provided​ ​in​ ​class)
b) Describe​ ​how​ ​the​ ​Pre-reading​ ​Activity
chosen​ ​supports​ ​the​ ​teaching​ ​and​ ​learning
of​ ​the​ ​stated​ ​Central​ ​Focus​​ ​and​ ​Essential
Literacy​ ​Strategy​​ ​for​ ​comprehension​ ​of
text.
in​ ​the​ ​way​ ​of​ ​students’​ ​comprehension.
Second,​ ​each​ ​paragraph​ ​in​ ​the​ ​text​ ​contains
simple​ ​sentences​ ​that​ ​clearly​ ​state​ ​key
details,​ ​rarely​ ​including​ ​details​ ​that​ ​do​ ​not​ ​tie
into​ ​the​ ​main​ ​idea.​ ​This​ ​makes​ ​it​ ​easier​ ​for
students​ ​to​ ​infer​ ​the​ ​main​ ​idea.​ ​For​ ​example,
in​ ​the​ ​first​ ​paragraph​ ​each​ ​sentence​ ​clearly
relates​ ​to​ ​the​ ​main​ ​idea​ ​that​ ​owlets​ ​depend
on​ ​their​ ​parents​ ​for​ ​food.​ ​Each​ ​sentence​ ​even
clearly​ ​contains​ ​the​ ​word​ ​food​ ​and​ ​helps
students​ ​to​ ​start​ ​with​ ​simple,​ ​clear​ ​sentences
and​ ​paragraphs​ ​to​ ​infer​ ​the​ ​main​ ​idea.
Therefore,​ ​using​ ​this​ ​text​ ​as​ ​the​ ​initial​ ​text
allows​ ​for​ ​effective​ ​teacher​ ​modeling​ ​and
student​ ​practice​ ​with​ ​the​ ​Essential​ ​Literacy
Strategy.​ ​Consequently,​ ​the​ ​students​ ​should
be​ ​able​ ​to​ ​move​ ​on​ ​to​ ​more​ ​independent​ ​and
less​ ​scaffolded​ ​work​ ​with​ ​this​ ​Essential
Literacy​ ​Strategy​ ​by​ ​days​ ​two​ ​and​ ​three​ ​of
this​ ​lesson​ ​sequence.​ ​Therefore,​ ​the​ ​students
will​ ​be​ ​gradually​ ​moved​ ​towards
independence​ ​in​ ​the​ ​use​ ​of​ ​the​ ​Essential
Literacy​ ​Strategy.
Question​ ​Responses
Exclusion​ ​Brainstorming​ ​(Tompkins,​ ​2013)
The​ ​use​ ​of​ ​the​ ​teacher-designed​ ​exclusion
brainstorming​ ​activity​ ​supports​ ​the​ ​central
focus​ ​of​ ​comprehension​ ​in​ ​the​ ​following
ways.​ ​The​ ​chosen​ ​words​ ​for​ ​this​ ​activity​ ​are
keywords​ ​from​ ​the​ ​key​ ​details​ ​in​ ​the​ ​text​ ​that
support​ ​the​ ​main​ ​idea.​ ​These​ ​words​ ​provide
students​ ​with​ ​a​ ​scaffold​ ​that​ ​helps​ ​them
focus​ ​on​ ​the​ ​key​ ​details​ ​that​ ​will​ ​lead​ ​them​ ​to
inferring​ ​the​ ​main​ ​idea​ ​of​ ​each​ ​paragraph.​ ​The
scaffold​ ​is​ ​highlighting​ ​words​ ​that​ ​identify
supporting​ ​details​ ​and​ ​noticing​ ​how​ ​the
textual​ ​relationships​ ​between​ ​these​ ​words
 reveal​ ​a​ ​central​ ​idea,​ ​or​ ​main​ ​idea.​ ​Exclusion
brainstorming​ ​focuses​ ​on​ ​how​ ​words​ ​are
connected,​ ​or​ ​the​ ​relationship​ ​between
words.​ ​This​ ​supports​ ​the​ ​essential​ ​literacy
strategy​ ​by​ ​allowing​ ​students​ ​to​ ​use​ ​these
relationships​ ​to​ ​support​ ​their​ ​inference​ ​of​ ​the
main​ ​idea.
c) Include​ ​a​ ​copy​ ​of​ ​the​ ​Pre-reading​ ​Activity​​ ​and​ ​the​ ​directions​ ​for​ ​the​ ​activity​ ​in​ ​the​ ​space
below:

Day​ ​1​ ​Pre-Reading​ ​Activity:​ ​Exclusion​ ​Brainstorming​ ​(Tompkins,​ ​2013)

Created​ ​by​ ​Emily​ ​Klotz​ ​and​ ​Michelle​ ​Karwowski
Text:​ ​Owls​ ​by​ ​Adrienne​ ​Mason​ ​(2004)
Directions:​ ​Circle​ ​the​ ​words​ ​that​ ​you​ ​think​ ​are​ ​not​ ​related​ ​to​ ​the​ ​other​ ​words​ ​in​ ​the​ ​list.
As​ ​we​ ​read​ ​the​ ​text,​ ​we​ ​will​ ​look​ ​for​ ​how​ ​the​ ​words​ ​are​ ​related​ ​or​ ​not​ ​related.​ ​We​ ​will​ ​put
check​ ​marks​ ​next​ ​to​ ​related​ ​words​ ​and​ ​cross​ ​out​ ​unrelated​ ​words​ ​as​ ​we​ ​locate​ ​the​ ​textual
evidence​ ​in​ ​the​ ​passage.

Completed​ ​Activity​ ​*=​ ​check​ ​mark

grow​ ​* fluffy* hunting*
slowly down* flying*
owlets* warm* parents*
independent hop* tempting*
father* fur practice*
catch​ ​food* stretch* need​ ​help*
treetops
 Section​ ​4:​ ​During​ ​Reading
Question​ ​Prompts Question​ ​Responses
During​ ​Reading​ ​Activities:​ ​Three​ ​times​ ​during​ ​your​ ​reading-aloud​ ​of​ ​the​ ​text,​ ​you​ ​need​ ​to
stop​ ​and​ ​provide​ ​instruction​ ​on​ ​the​ ​ELS.​ ​You​ ​will​ ​need​ ​to​ ​include​ ​images​ ​of​ ​the​ ​text​ ​at​ ​each​ ​of
your​ ​stopping​ ​points.​ ​ ​As​ ​well​ ​as​ ​the​ ​specific​ ​language​ ​that​ ​you​ ​will​ ​use​ ​for​ ​instruction​ ​at​ ​each
of​ ​these​ ​stopping​ ​points.
During​ ​Reading​ ​#1
a) During​ ​Reading​ ​Stopping​ ​Point​ ​#1​​ ​&​ ​pg. Shared​ ​Reading​ ​(Holdaway,​ ​1979)​ ​with
#​ ​ ​What​ ​are​ ​YOU​ ​doing​ ​at​ ​this​ ​stopping modeling​ ​through​ ​a​ ​Think-aloud​ ​(Davey,
point?​(include​ ​citation​ ​of​ ​researcher​ ​& 1983);connecting​ ​to​ ​Exclusion​ ​Brainstorming
year​ ​from​ ​the​ ​resources​ ​provided​ ​in​ ​class) (Tompkins,​ ​2013);​ ​Gradual​ ​Release​ ​of
Responsibility​ ​(Pearson​ ​&​ ​Gallagher,​ ​1983);
Graphic​ ​Organizer​ ​(Manoli​ ​&​ ​Papadopoulou,
2012)

b) During​ ​Reading​ ​Stopping​ ​Point​ ​#1​​ ​&​ ​pg. Shared​ ​Reading​ ​(Holdaway,​ ​1979)
#​ ​ ​What​ ​are​ ​YOUR​ ​students​ ​doing​ ​at​ ​this
stopping​ ​point?​(include​ ​citation​ ​of
researcher​ ​&​ ​year​ ​from​ ​the​ ​resources
provided​ ​in​ ​class)
c) During​ ​Reading​ ​Stopping​ ​Point​ ​#1-​ ​image​ ​of​ ​page
Graphic​ ​Organizer​ ​(used​ ​for​ ​each​ ​stopping​ ​point)​ ​Here​ ​is​ ​what​ ​the​ ​graphic​ ​organizer​ ​will
look​ ​like​ ​after​ ​stopping​ ​point​ ​one:
d) During​ ​Reading​ ​Stopping​ ​Point​ ​#1:
“​Teacher​ ​Talk”-​ ​what​ ​will​ ​you​ ​actually​ ​say
in​ ​this​ ​instructional​ ​stopping​ ​point.
Provide​ ​your​ ​“think-aloud”​ ​verbiage​ ​and/or
the​ ​directions​ ​to​ ​implement​ ​the​ ​indicated
during​ ​reading​ ​activity.​ ​ ​Be​ ​detailed!​ ​ ​I
should​ ​be​ ​able​ ​to​ ​visualize​ ​the​ ​lesson.
TEACHER​ ​TALK:​ ​“This​ ​morning​ ​3rd​ ​grade​ ​readers​ ​as​ ​I
read-aloud​ ​our​ ​shared​ ​reading​ ​text,​ ​I​ ​am​ ​going​ ​to​ ​be
modeling​ ​for​ ​you​ ​how​ ​I​ ​am​ ​determining​ ​what​ ​the
author’s​ ​passage​ ​is​ ​about,​ ​this​ ​is​ ​called​ ​the​ ​main​ ​idea.
As​ ​I​ ​read-aloud,​ ​I​ ​will​ ​be​ ​looking​ ​for​ ​statements​ ​that
the​ ​author​ ​makes​ ​that​ ​lead​ ​me​ ​to​ ​the​ ​overall​ ​idea​ ​of
the​ ​passage​.​ ​ ​These​ ​are​ ​the​ ​key​ ​details​ ​or​ ​supporting
details​ ​that​ ​will​ ​help​ ​me​ ​to​ ​infer​ ​the​ ​main​ ​idea.​ ​Infer
means​ ​that​ ​I​ ​use​ ​the​ ​key​ ​details​ ​in​ ​the​ ​text​ ​and​ ​their
connections​ ​with​ ​each​ ​other​ ​to​ ​decide​ ​what
statement​ ​I​ ​can​ ​make​ ​that​ ​is​ ​supported​ ​by​ ​all​ ​of​ ​the
supporting​ ​details​ ​I​ ​find.​ ​I​ ​will​ ​be​ ​asking​ ​myself,
“What​ ​does​ ​the​ ​author​ ​want​ ​me​ ​to​ ​know​ ​after
reading​ ​this?”​ ​in​ ​order​ ​to​ ​uncover​ ​the​ ​main​ ​idea​ ​of
the​ ​reading.​ ​ ​This​ ​strategy​ ​will​ ​help​ ​me​ ​to​ ​locate​ ​the
key​ ​details​ ​which​ ​answer​ ​the​ ​question​ ​and​ ​help
uncover​ ​the​ ​main​ ​idea​.​ T​ o​ ​do​ ​this,​ ​I​ ​will​ ​be​ ​sharing​ ​my
thinking​ ​with​ ​you​ ​as​ ​I​ ​make​ ​sense​ ​of​ ​the​ ​text.​ ​ ​I​ ​will
read​ ​each​ ​paragraph​ ​and​ ​then​ ​stop​ ​and​ ​share​ ​my
thinking.​ ​ ​So,​ ​let’s​ ​begin!”
DIRECTIONS:​ ​Read​ ​aloud​ ​the​ ​paragraph​ ​sentence​ ​by
sentence​ ​and​ ​fill​ ​in​ ​the​ ​graphic​ ​organizer​ ​provided
above,​ ​listing​ ​the​ ​key​ ​details​ ​as​ ​they​ ​are​ ​identified
and​ ​saying​ ​the​ ​following…
TEACHER​ ​TALK:​ ​Ok,​ ​while​ ​I​ ​am​ ​reading,​ ​I​ ​want​ ​to​ ​keep
in​ ​mind​ ​things​ ​that​ ​the​ ​author​ ​says​ ​that​ ​might​ ​lead
me​ ​to​ ​find​ ​out​ ​what​ ​the​ ​overall​ ​passage​ ​means.​ ​I
want​ ​to​ ​look​ ​for​ ​the​ ​key​ ​details​ ​that​ ​tell​ ​me​ ​the​ ​main
idea.​ ​Hmm,​ ​in​ ​this​ ​first​ ​sentence​ ​I​ ​am​ ​seeing​ ​the​ ​word
owlet.​ ​The​ ​owlets​ ​stay​ ​with​ ​their​ ​mother,​ ​while​ ​their
father​ ​brings​ ​them​ ​food.​ ​ ​So,​ ​the​ ​author​ ​must​ ​want
me​ ​to​ ​remember​ ​that​ ​an​ ​owlet​ ​must​ ​be​ ​a​ ​baby​ ​owl.​ ​I
can​ ​tell​ ​that​ ​they​ ​are​ ​still​ ​very​ ​young​ ​because​ ​they
can​ ​not​ ​get​ ​food​ ​for​ ​themselves.​​ ​ ​I​ ​am​ ​noticing​ ​that
the​ ​first​ ​detail​ ​in​ ​the​ ​text​ ​tells​ ​me​ ​that​ ​mother​ ​owls
stay​ ​in​ ​the​ ​nest​ ​and​ ​father​ ​owls​ ​leave​ ​the​ ​nest​ ​to​ ​find
food.​ ​I​ ​will​ ​write​ ​this​ ​detail​ ​on​ ​my​ ​graphic​ ​organizer
under​ ​“key​ ​detail”.​ ​Writing​ ​the​ ​key​ ​details​ ​from​ ​the
text​ ​in​ ​a​ ​graphic​ ​organizer​ ​will​ ​help​ ​me​ ​to​ ​organize
the​ ​details​ ​I​ ​find​ ​so​ ​it​ ​is​ ​easier​ ​to​ ​infer​ ​the​ ​main​ ​idea
at​ ​the​ ​end.​ ​I​ ​remember​ ​that​ ​both​ ​owlet​ ​and​ ​father
were​ ​on​ ​our​ ​exclusion​ ​chart.​ ​Now​ ​I​ ​know​ ​that​ ​there​ ​is
a​ ​relationship​ ​between​ ​them.​ ​I​ ​will​ ​put​ ​a​ ​checkmark
next​ ​to​ ​them​ ​on​ ​the​ ​exclusion​ ​chart.​ ​I​ ​remember​ ​that
the​ ​phrase​ ​“catch​ ​food”​ ​is​ ​also​ ​on​ ​the​ ​list.​ ​I​ ​wasn’t
quite​ ​sure​ ​if​ ​or​ ​how​ ​this​ ​word​ ​was​ ​related​ ​to​ ​the
other​ ​words,​ ​but​ ​now​ ​I​ ​see​ ​that​ ​these​ ​words​ ​are
related​ ​because​ ​the​ ​father​ ​owl​ ​catches​ ​food​ ​for​ ​the
owlet.​ ​I​ ​will​ ​put​ ​a​ ​checkmark​ ​next​ ​to​ ​it​ ​on​ ​the​ ​list​ ​too.
I​ ​am​ ​thinking​ ​that​ ​I​ ​will​ ​find​ ​out​ ​more​ ​about​ ​the
owlets’​ ​food​ ​in​ ​the​ ​rest​ ​of​ ​this​ ​paragraph,​ ​but​ ​I​ ​am
not​ ​sure​ ​so​ ​I​ ​will​ ​keep​ ​reading​ ​to​ ​find​ ​out.
In​ ​the​ ​next​ ​sentence,​ ​I​ ​find​ ​out​ ​that​ ​the​ ​parents​ ​of​ ​the
owlets​ ​tear​ ​or​ ​rip​ ​the​ ​food​ ​into​ ​smaller​ ​pieces​ ​for​ ​the
baby​ ​owls.​ ​I​ ​am​ ​going​ ​to​ ​ask​ ​myself,​ ​“what​ ​does​ ​the
author​ ​want​ ​me​ ​to​ ​know,”​ ​and​ ​“what​ ​is​ ​important
about​ ​that​ ​sentence?”​ ​I​ ​think​ ​he​ ​wants​ ​me​ ​to​ ​know
that​ ​when​ ​owlets​ ​are​ ​young​ ​their​ ​food​ ​has​ ​to​ ​be
ripped​ ​into​ ​many​ ​pieces.​ ​This​ ​may​ ​be​ ​an​ ​important
key​ ​idea​ ​for​ ​me​ ​to​ ​remember​ ​for​ ​later.​ ​This​ ​is​ ​another
detail​ ​that​ ​will​ ​help​ ​me​ ​find​ ​my​ ​main​ ​idea.​ ​I​ ​will​ ​write
this​ ​on​ ​my​ ​graphic​ ​organizer​ ​in​ ​the​ ​next​ ​blank​ ​box
labeled​ ​“key​ ​detail.”​ ​This​ ​detail​ ​also​ ​related​ ​to​ ​owlets’
food.​ ​I​ ​wonder​ ​if​ ​my​ ​main​ ​idea​ ​will​ ​be​ ​about​ ​the
owlet’s​ ​food,​ ​but​ ​I​ ​still​ ​don’t​ ​know​ ​for​ ​sure.​ ​I​ ​will
move​ ​on​ ​to​ ​my​ ​next​ ​sentence​ ​to​ ​see​ ​what​ ​else​ ​the
text​ ​tells​ ​me.
The​ ​first​ ​part​ ​of​ ​the​ ​third​ ​sentence​ ​tells​ ​me​ ​the​ ​detail
that​ ​owlets​ ​grow​ ​quickly.​ ​ ​I​ ​notice​ ​that​ ​the​ ​word
“grow”​ ​is​ ​on​ ​my​ ​list,​ ​but​ ​the​ ​word​ ​“quickly”​ ​is​ ​not.
The​ ​owlets​ ​definitely​ ​grow​ ​so​ ​I​ ​am​ ​going​ ​to​ ​put​ ​a
checkmark​ ​next​ ​to​ ​this​ ​word.​ ​The​ ​word​ ​slowly​ ​is​ ​on
the​ ​list​ ​too.​ ​I​ ​thought​ ​that​ ​it​ ​was​ ​related​ ​before​ ​I​ ​read,
but​ ​now​ ​I​ ​don’t​ ​think​ ​so.​ ​The​ ​owls​ ​actually​ ​grow
quickly.​ ​I​ ​will​ ​cross​ ​out​ ​the​ ​word​ ​slowly​ ​on​ ​the
exclusion​ ​list.​ ​This​ ​detail​ ​does​ ​not​ ​seem​ ​to​ ​be​ ​related
to​ ​food,​ ​but​ ​I​ ​will​ ​still​ ​write​ ​“the​ ​owlets​ ​grow​ ​quickly”
in​ ​my​ ​graphic​ ​organizer​ ​as​ ​a​ ​key​ ​detail.​ ​It​ ​might
connect​ ​more​ ​when​ ​I​ ​finish​ ​reading.
The​ ​rest​ ​of​ ​this​ ​sentence​ ​tells​ ​me​ ​that​ ​the​ ​mother
needs​ ​to​ ​leave​ ​the​ ​nest​ ​to​ ​help​ ​catch​ ​food​ ​for​ ​the
owlets​ ​because​ ​they​ ​are​ ​older.​ ​I​ ​will​ ​write​ ​this​ ​in​ ​my
graphic​ ​organizer​ ​as​ ​a​ ​key​ ​detail.​ ​Oh,​ ​now​ ​I​ ​see​ ​how
the​ ​first​ ​part​ ​of​ ​the​ ​sentence​ ​connects.​ ​I​ ​can​ ​infer
that​ ​the​ ​owls​ ​are​ ​growing​ ​quickly​ ​so​ ​they​ ​need​ ​more
food,​ ​and​ ​the​ ​mother​ ​has​ ​to​ ​leave​ ​the​ ​nest​ ​with​ ​the
father​ ​to​ ​find​ ​more​ ​food.​ ​That​ ​makes​ ​sense.​ ​Looking
back​ ​at​ ​my​ ​exclusion​ ​list,​ ​I​ ​notice​ ​which​ ​words​ ​I​ ​have
not​ ​seen​ ​in​ ​the​ ​text​ ​yet.​ ​Only​ ​the​ ​word
“independent”​ ​is​ ​left.​ ​I​ ​know​ ​that​ ​independent​ ​means
to​ ​do​ ​something​ ​on​ ​your​ ​own.​ ​The​ ​owlets​ ​do​ ​not​ ​get
food​ ​on​ ​their​ ​own.​ ​The​ ​text​ ​says​ ​that​ ​owlets’​ ​parents
still​ ​need​ ​to​ ​catch​ ​food​ ​for​ ​them​ ​even​ ​though​ ​they
are​ ​growing.​ ​That​ ​makes​ ​me​ ​think​ ​the​ ​owlets​ ​are​ ​not
independent.​ ​I​ ​will​ ​cross​ ​out​ ​this​ ​word​ ​on​ ​the
exclusion​ ​list​ ​because​ ​it​ ​is​ ​not​ ​related.
Now​ ​that​ ​we​ ​found​ ​which​ ​words​ ​are​ ​connected,​ ​let’s
take​ ​a​ ​look​ ​at​ ​the​ ​details​ ​on​ ​my​ ​graphic​ ​organizer​ ​and
do​ ​the​ ​same​ ​thing.​ ​I​ ​ask​ ​myself,​ ​“What​ ​does​ ​the
author​ ​want​ ​me​ ​to​ ​know​ ​in​ ​this​ ​whole​ ​paragraph?”
To​ ​figure​ ​this​ ​out​ ​I​ ​ask​ ​myself,​ ​“How​ ​are​ ​all​ ​these
details​ ​connected?”​ ​ ​Well,​ ​I​ ​already​ ​noticed​ ​that​ ​all
the​ ​details​ ​have​ ​to​ ​do​ ​with​ ​how​ ​the​ ​owlets​ ​get​ ​their
food.​ ​We​ ​know​ ​that​ ​the​ ​parents​ ​leave​ ​the​ ​nest​ ​to
catch​ ​food​ ​for​ ​the​ ​owlets​ ​and​ ​cut​ ​it​ ​up​ ​into​ ​small
pieces.​ ​So​ ​I​ ​think​ ​that​ ​the​ ​owlets​ ​rely​ ​on​ ​their​ ​parents
to​ ​get​ ​them​ ​food.​ ​Because​ ​all​ ​of​ ​my​ ​details​ ​connect
to​ ​this​ ​idea,​ ​I​ ​can​ ​infer​ ​that​ ​it​ ​is​ ​the​ ​main​ ​idea​ ​of​ ​the
paragraph.​ ​After​ ​I​ ​read​ ​the​ ​paragraph,​ ​the​ ​author
wants​ ​me​ ​to​ ​know​ ​that​ ​owlets​ ​rely​ ​on​ ​their​ ​parents
for​ ​food.​ ​I​ ​will​ ​complete​ ​my​ ​graphic​ ​organizer​ ​and​ ​fill
that​ ​in​ ​underneath​ ​the​ ​“main​ ​idea”.
d) Describe​ ​how​ ​the​ ​During​ ​Reading
Stopping​ ​Point​​ ​#1​ ​chosen​ ​supports​ ​the
teaching​ ​and​ ​learning​ ​of​ ​the​ ​stated
Central​ ​Focus​​ ​and​ ​Essential​ ​Literacy
Strategy​​ ​for​ ​comprehension​ ​of​ ​text.
During​ ​Reading​ ​Stopping​ ​Point​ ​#2
a) During​ ​Reading​ ​Stopping​ ​Point​ ​#2​​ ​&​ ​pg.
#.​ ​What​ ​are​ ​YOU​ ​doing​ ​at​ ​this​ ​stopping
point?​​ ​(include​ ​citation​ ​of​ ​researcher​ ​&
2013)referencing/completing​ ​the​ ​Gradual​ ​Release​ ​of
year​ ​from​ ​the​ ​resources​ ​provided​ ​in​ ​class)
b) During​ ​Reading​ ​Stopping​ ​Point​ ​#2​​ ​&​ ​pg.
#​ ​ ​What​ ​are​ ​YOUR​ ​students​ ​doing​ ​at​ ​this
This​ ​during​ ​reading​ ​activity​ ​utilizes​ ​several​ ​strategies
working​ ​in​ ​tandem​ ​to​ ​support​ ​the​ ​central​ ​focus​ ​of
comprehension.​ ​ ​First,​ ​the​ ​text​ ​is​ ​read-aloud​ ​through
a​ ​shared​ ​reading​ ​(Holdaway,1979)​ ​so​ ​that​ ​students
can​ ​focus​ ​on​ ​listening,​ ​following​ ​along​ ​with​ ​the​ ​text
as​ ​it​ ​is​ ​read-aloud,​ ​and​ ​comprehending​ ​without​ ​the
cognitive​ ​demand​ ​of​ ​decoding.​ ​The​ ​second​ ​strategy
being​ ​implemented​ ​is​ ​the​ ​use​ ​of​ ​a
“think-aloud”(Davey,​ ​1983)​ ​as​ ​a​ ​means​ ​of​ ​modeling
to​ ​the​ ​students​ ​how​ ​the​ ​teacher​ ​is​ ​thinking​ ​about​ ​the
text,​ ​and​ ​applying​ ​the​ ​Essential​ ​Literacy​ ​Strategy​ ​of
Using​ ​key​ ​details​ ​to​ ​infer​ ​the​ ​main​ ​idea​ ​and​ ​asking
how​ ​the​ ​key​ ​details​ ​connect​ ​and​ ​what​ ​the​ ​author
wants​ ​us​ ​to​ ​know​ ​about​ ​the​ ​text​ ​to​ ​infer​ ​the​ ​main
idea.​ ​This​ ​therefore​ ​leads​ ​to​ ​better​ ​comprehension​ ​of
the​ ​text,​ ​which​ ​is​ ​the​ ​Central​ ​Focus​ ​of​ ​the​ ​lesson.
Thirdly,​ ​the​ ​strategy​ ​of​ ​using​ ​a​ ​graphic​ ​organizer
(Manoli​ ​&​ ​Papadopoulou,​ ​2012)​ ​is​ ​a​ ​visual
representation​ ​strategy​ ​that​ ​helps​ ​students​ ​see​ ​the
connections​ ​and​ ​relationships​ ​between​ ​the​ ​key
details​ ​and​ ​main​ ​idea​ ​and​ ​also​ ​allows​ ​them​ ​to
organize​ ​their​ ​ideas​.​ ​Finally,​ ​referring​ ​to​ ​the​ ​Exclusion
Brainstorming​ ​activity​ ​(Tompkins,2013)​ ​allows​ ​for
opportunities​ ​to​ ​apply​ ​the​ ​strategy​ ​through
modeling,​ ​and​ ​noting​ ​the​ ​correct​ ​information​ ​on​ ​the
chart.​ ​ ​These​ ​words​ ​provide​ ​students​ ​with​ ​a​ ​scaffold
that​ ​helps​ ​them​ ​focus​ ​on​ ​the​ ​key​ ​details​ ​that​ ​will​ ​lead
them​ ​to​ ​inferring​ ​the​ ​main​ ​idea​ ​of​ ​each​ ​paragraph.
Exclusion​ ​Brainstorming​ ​focuses​ ​on​ ​how​ ​words​ ​are
connected,​ ​or​ ​the​ ​relationship​ ​between​ ​words.
Students​ ​can​ ​use​ ​these​ ​relationships​ ​to​ ​support​ ​their
inference​ ​of​ ​the​ ​main​ ​idea.​ ​Therefore,​ ​this​ ​also
supports​ ​the​ ​Central​ ​Focus​ ​of​ ​comprehension​ ​and
provides​ ​practice​ ​with​ ​the​ ​Essential​ ​Literacy​ ​Strategy.
Additionally,​ ​the​ ​strategies​ ​listed​ ​above​ ​will​ ​allow​ ​for
the​ ​beginning​ ​of​ ​the​ ​gradual​ ​release​ ​of​ ​responsibility
framework,​ ​modeling,​ ​(Pearson​ ​&​ ​Gallagher,​ ​1983)​ ​to
be​ ​addressed​ ​within​ ​this​ ​stopping​ ​point.
Shared​ ​Reading​ ​(Holdaway,​ ​1979)​ ​with​ ​modeling
through​ ​a​ ​Think-aloud​ ​(Davey,​ ​1983);​ ​connecting​ ​to
Exclusion​ ​Brainstorming​ ​(Tompkins,
Responsibility​ ​(Pearson​ ​&​ ​Gallagher,​ ​1983);​ ​Graphic
Organizer​ ​(Manoli​ ​&​ ​Papadopoulou,​ ​2012)
Shared​ ​Reading​ ​(Holdaway,​ ​1979);
 stopping​ ​point?​(include​ ​citation​ ​of Exclusion​ ​Brainstorming​ ​(Tompkins,​ ​2013);​ ​Graphic
researcher​ ​&​ ​year​ ​from​ ​the​ ​resources Organizer​ ​(Manoli​ ​&​ ​Papadopoulou,​ ​2012)
provided​ ​in​ ​class)
c) During​ ​Reading​ ​Stopping​ ​Point​ ​#2-​ ​image​ ​of​ ​page
e) During​ ​Reading​ ​Stopping​ ​Point​ ​#2:
Teacher​ ​Talk​ ​-​ ​what​ ​will​ ​you​ ​actually​ ​say​ ​in
this​ ​instructional​ ​stopping​ ​point.​ ​ ​Provide
your​ ​“think-aloud”​ ​verbiage​ ​and/or​ ​the
directions​ ​to​ ​implement​ ​the​ ​indicated
during​ ​reading​ ​activity.
DIRECTIONS:​ ​Have​ ​the​ ​students​ ​fill​ ​in​ ​their​ ​own
graphic​ ​organizers​ ​along​ ​with​ ​you.​ ​Read​ ​aloud​ ​the
paragraph​ ​sentence​ ​by​ ​sentence​ ​and​ ​fill​ ​in​ ​the​ ​key
details​ ​as​ ​they​ ​are​ ​identified,​ ​saying​ ​the​ ​following…
TEACHER​ ​TALK:​ ​As​ ​I​ ​read​ ​this​ ​paragraph,​ ​I​ ​am​ ​again
looking​ ​at​ ​the​ ​details​ ​in​ ​the​ ​paragraph​ ​and​ ​how​ ​they
connect​ ​to​ ​infer​ ​my​ ​main​ ​idea.​ ​So,​ ​as​ ​I​ ​read,​ ​we​ ​will
write​ ​down​ ​the​ ​details​ ​on​ ​a​ ​new​ ​graphic​ ​organizer.
This​ ​time​ ​you​ ​will​ ​write​ ​the​ ​details​ ​down​ ​with​ ​me​ ​in
your​ ​own​ ​graphic​ ​organizer.​ ​After​ ​reading​ ​the​ ​first
sentence,​ ​I​ ​remembered​ ​that​ ​down​ ​is​ ​on​ ​my​ ​exclusion
brainstorm​ ​list.​ ​Did​ ​you​ ​circle​ ​that​ ​word?​ ​I​ ​did
because​ ​I​ ​didn’t​ ​know​ ​that​ ​down​ ​means​ ​owlet
feathers.​ ​When​ ​I​ ​circled​ ​it​ ​on​ ​my​ ​list,​ ​I​ ​didn’t​ ​think​ ​it
was​ ​connected​ ​because​ ​I​ ​was​ ​thinking​ ​about​ ​it​ ​in​ ​a
different​ ​way.​ ​I​ ​was​ ​thinking​ ​that​ ​the​ ​word​ ​down
meant​ ​a​ ​direction,​ ​like​ ​I​ ​look​ ​down​ ​at​ ​the​ ​floor.​ ​Now​ ​I
understand​ ​how​ ​down​ ​is​ ​connected​ ​to​ ​owlets.​ ​Let’s
all​ ​put​ ​a​ ​checkmark​ ​next​ ​to​ ​it.​ ​Looking​ ​at​ ​other​ ​words
on​ ​my​ ​list,​ ​I​ ​see​ ​that​ ​fluffy​ ​and​ ​warm​ ​are​ ​also​ ​there.​ ​I
can​ ​tell​ ​that​ ​these​ ​words​ ​are​ ​connected​ ​because​ ​the
text​ ​tells​ ​me​ ​that​ ​fluffy​ ​describes​ ​the​ ​feathers,​ ​or
down​,​ ​that​ ​keep​ ​the​ ​owlets​ ​warm​.​ ​Let’s​ ​put
checkmarks​ ​next​ ​to​ ​fluffy​ ​and​ ​warm.​ ​This​ ​key​ ​idea
tells​ ​me​ ​that​ ​owlets​ ​grow​ ​down,​ ​also​ ​called​ ​fluffy
feathers,​ ​to​ ​keep​ ​keep​ ​them​ ​warm.​ ​Let’s​ ​write​ ​this​ ​on
our​ ​graphic​ ​organizer.
As​ ​I​ ​read​ ​the​ ​next​ ​sentence,​ ​I​ ​think​ ​by​ ​looking​ ​at​ ​this
key​ ​idea​ ​that​ ​as​ ​the​ ​owlets​ ​grow​ ​their​ ​feathers
become​ ​longer.​ ​Should​ ​we​ ​write​ ​this​ ​down​ ​in​ ​our
graphic​ ​organizer?​ ​Yes,​ ​we​ ​should​ ​because​ ​it​ ​is​ ​a​ ​key
detail​ ​will​ ​need​ ​for​ ​later.​ ​It​ ​will​ ​help​ ​us​ ​infer​ ​our​ ​main
idea.​ ​Hmm.​ ​They​ ​seem​ ​to​ ​be​ ​talking​ ​a​ ​lot​ ​about
feathers.​ ​I​ ​wonder​ ​if​ ​this​ ​will​ ​lead​ ​me​ ​to​ ​the​ ​main​ ​idea.
Let’s​ ​keep​ ​reading.
In​ ​the​ ​third​ ​sentence,​ ​I​ ​ask​ ​myself​ ​“what​ ​is​ ​important
about​ ​this​ ​sentence?”​ ​This​ ​will​ ​tell​ ​us​ ​our​ ​key​ ​detail.
We​ ​find​ ​out​ ​that​ ​owlets​ ​hop​ ​away​ ​from​ ​the​ ​nest.​ ​The
text​ ​tells​ ​us​ ​that​ ​they​ ​do​ ​this​ ​because​ ​they​ ​need​ ​to
stretch​ ​and​ ​flap​ ​their​ ​wings.​ ​Let’s​ ​write​ ​this​ ​down​ ​in
our​ ​graphic​ ​organizer.​ ​Notice​ ​how​ ​I​ ​don’t​ ​have​ ​to
write​ ​the​ ​details​ ​ ​down​ ​word​ ​for​ ​word​ ​on​ ​my
organizer,​ ​but​ ​they​ ​have​ ​the​ ​same​ ​idea.​ ​ ​Are​ ​hop​ ​and
stretch​ ​on​ ​our​ ​exclusion​ ​list?​ ​ ​This​ ​sentence​ ​shows
me​ ​that​ ​they​ ​connect.​ ​What​ ​should​ ​we​ ​do?​ ​ ​Yes,​ ​we
should​ ​put​ ​checks​ ​to​ ​show​ ​the​ ​connection.​ ​ ​What
word​ ​is​ ​left​ ​on​ ​our​ ​chart?​ ​I​ ​see​ ​that​ ​the​ ​word​ ​fur​ ​is
still​ ​left​ ​on​ ​the​ ​list.​ ​I​ ​think​ ​I​ ​will​ ​skim​ ​the​ ​paragraph​ ​to
see​ ​if​ ​it​ ​says​ ​the​ ​word​ ​fur​ ​anywhere.​ ​Do​ ​you​ ​see​ ​the
word​ ​fur​ ​in​ ​this​ ​paragraph?​ ​No,​ ​you’re​ ​right.​ ​It’s​ ​not
there.​ ​Because​ ​I​ ​know​ ​that​ ​owlets​ ​have​ ​feathers​ ​and
the​ ​text​ ​doesn’t​ ​say​ ​that​ ​they​ ​have​ ​fur​ ​anywhere,​ ​we
can​ ​cross​ ​out​ ​fur​ ​on​ ​our​ ​list.​ ​It​ ​is​ ​not​ ​related.​ ​At​ ​first​ ​I
thought​ ​it​ ​might​ ​have​ ​been​ ​related​ ​and​ ​maybe​ ​you
did​ ​too​ ​because​ ​fluffy​ ​is​ ​sometimes​ ​related​ ​to​ ​the
word​ ​fur.​ ​In​ ​this​ ​case​ ​it​ ​is​ ​not.
Now​ ​that​ ​we​ ​know​ ​how​ ​our​ ​words​ ​connect​ ​what
about​ ​our​ ​details,​ ​what​ ​do​ ​we​ ​have​ ​to​ ​do​ ​now?​ ​Yes,
we​ ​have​ ​to​ ​use​ ​our​ ​chart​ ​to​ ​figure​ ​out​ ​how​ ​the​ ​details
connect.
So​ ​these​ ​details​ ​seem​ ​to​ ​all​ ​have​ ​something​ ​to​ ​do
with​ ​feathers.​ ​Do​ ​you​ ​think​ ​I​ ​can​ ​say​ ​that​ ​the​ ​main
idea​ ​is​ ​“owls​ ​have​ ​feathers”?​ ​Well​ ​saying​ ​this​ ​doesn’t
connect​ ​very​ ​well​ ​with​ ​the​ ​details.​ ​The​ ​details​ ​start​ ​by
saying​ ​the​ ​owls​ ​have​ ​down,​ ​then​ ​they​ ​grow​ ​to​ ​larger
feathers.​ ​So,​ ​this​ ​tells​ ​me​ ​that​ ​the​ ​author​ ​wanted​ ​me
to​ ​know​ ​that​ ​they​ ​not​ ​only​ ​have​ ​feathers​ ​but​ ​the
author​ ​shows​ ​me​ ​how​ ​their​ ​feathers​ ​grow​ ​as​ ​they​ ​get
older.​ ​The​ ​main​ ​idea​ ​has​ ​to​ ​connect​ ​to​ ​all​ ​of​ ​the
details​ ​that​ ​is​ ​why​ ​“how​ ​owls’​ ​feathers​ ​grow”​ ​is​ ​a
better​ ​option​ ​for​ ​our​ ​main​ ​idea.​ ​Let’s​ ​complete​ ​this​ ​in
our​ ​graphic​ ​organizer.
c) Describe​ ​how​ ​the​ ​During​ ​Reading
Stopping​ ​Point​ ​#2​​ ​chosen​ ​supports​ ​the
teaching​ ​and​ ​learning​ ​of​ ​the​ ​stated
Central​ ​Focus​​ ​and​ ​Essential​ ​Literacy
Strategy​​ ​for​ ​comprehension​ ​of​ ​text.
During​ ​Reading​ ​Stopping​ ​Point​ ​#3
a) During​ ​Reading​ ​Stopping​ ​Point​ ​#3​​ ​&​ ​pg.
#.​ ​What​ ​are​ ​YOU​ ​doing​ ​at​ ​this​ ​stopping
point?​​ ​(include​ ​citation​ ​of​ ​researcher​ ​&
2013)referencing/completing​ ​the​ ​Gradual​ ​Release​ ​of
year​ ​from​ ​the​ ​resources​ ​provided​ ​in​ ​class)
This​ ​during​ ​reading​ ​activity​ ​utilizes​ ​several​ ​strategies
working​ ​in​ ​tandem​ ​to​ ​support​ ​the​ ​central​ ​focus​ ​of
comprehension.​ ​ ​First,​ ​the​ ​text​ ​is​ ​read-aloud​ ​through
a​ ​shared​ ​reading​ ​(Holdaway,1979)​ ​so​ ​that​ ​students
can​ ​focus​ ​on​ ​listening,​ ​following​ ​along​ ​with​ ​the​ ​text
as​ ​it​ ​is​ ​read-aloud,​ ​and​ ​comprehending​ ​without​ ​the
cognitive​ ​demand​ ​of​ ​decoding.​ ​The​ ​second​ ​strategy
being​ ​implemented​ ​is​ ​the​ ​use​ ​of​ ​a
“think-aloud”(Davey,​ ​1983)​ ​as​ ​a​ ​means​ ​of​ ​modeling
to​ ​the​ ​students​ ​how​ ​the​ ​teacher​ ​is​ ​thinking​ ​about​ ​the
text,​ ​and​ ​applying​ ​the​ ​Essential​ ​Literacy​ ​Strategy​ ​of
using​ ​key​ ​details​ ​to​ ​infer​ ​the​ ​main​ ​idea​ ​and​ ​asking
how​ ​the​ ​key​ ​details​ ​connect​ ​and​ ​what​ ​the​ ​author
wants​ ​us​ ​to​ ​know​ ​about​ ​the​ ​text​ ​to​ ​infer​ ​the​ ​main
idea.​ ​This​ ​therefore​ ​leads​ ​to​ ​better​ ​comprehension​ ​of
the​ ​text,​ ​which​ ​is​ ​the​ ​Central​ ​Focus​ ​of​ ​the​ ​lesson.​ ​The
third​ ​strategy​ ​of​ ​using​ ​a​ ​graphic​ ​organizer​ ​(Manoli​ ​&
Papadopoulou,​ ​2012)​ ​is​ ​a​ ​visual​ ​representation
strategy​ ​that​ ​helps​ ​students​ ​see​ ​the​ ​connections​ ​and
relationships​ ​between​ ​the​ ​key​ ​details​ ​and​ ​main​ ​idea
and​ ​also​ ​allows​ ​them​ ​to​ ​organize​ ​their​ ​ideas​.​ ​ ​The​ ​last
strategy​ ​is​ ​referring​ ​to​ ​the​ ​Exclusion​ ​Brainstorming
activity​ ​(Tompkins,2013)​ ​allows​ ​for​ ​opportunities​ ​to
apply​ ​the​ ​strategy​ ​through​ ​modeling,​ ​and​ ​noting​ ​the
correct​ ​information​ ​on​ ​the​ ​chart.​ ​ ​These​ ​words
provide​ ​students​ ​with​ ​a​ ​scaffold​ ​that​ ​helps​ ​them
focus​ ​on​ ​the​ ​key​ ​details​ ​that​ ​will​ ​lead​ ​them​ ​to
inferring​ ​the​ ​main​ ​idea​ ​of​ ​each​ ​paragraph.​ ​Exclusion
brainstorming​ ​focuses​ ​on​ ​how​ ​words​ ​are​ ​connected,
or​ ​the​ ​relationship​ ​between​ ​words.​ ​Students​ ​can​ ​use
these​ ​relationships​ ​to​ ​support​ ​their​ ​inference​ ​of​ ​the
main​ ​idea.
therefore​ ​this​ ​ ​also​ ​supports​ ​the​ ​Central​ ​Focus​ ​of
comprehension​ ​and​ ​provides​ ​practice​ ​with​ ​the
Essential​ ​Literacy​ ​Strategy.​ ​Finally,​ ​the​ ​strategies
listed​ ​above​ ​will​ ​allow​ ​for​ ​the​ ​first​ ​two​ ​parts​ ​of​ ​the
gradual​ ​release​ ​of​ ​responsibility​ ​framework(Pearson​ ​&
Gallagher,​ ​1983)​ ​to​ ​be​ ​addressed​ ​within​ ​this​ ​stopping
point.
Shared​ ​Reading​ ​(Holdaway,​ ​1979)​ ​with​ ​modeling
through​ ​a​ ​Think-aloud​ ​(Davey,​ ​1983);​ ​connecting​ ​to
Exclusion​ ​Brainstorming​ ​(Tompkins,
Responsibility​ ​(Pearson​ ​&​ ​Gallagher,​ ​1983);​ ​Graphic
Organizer​ ​(Manoli​ ​&​ ​Papadopoulou,​ ​2012)
b) During​ ​Reading​ ​Stopping​ ​Point​ ​#3​​ ​&​ ​pg. Shared​ ​Reading​ ​(Holdaway,​ ​1979)
#​ ​ ​What​ ​are​ ​YOUR​ ​students​ ​doing​ ​at​ ​this Connecting​ ​to​ ​Exclusion​ ​Brainstorming​ ​(Tompkins,
2013);​ ​Graphic​ ​Organizer​ ​(Manoli​ ​&​ ​Papadopoulou,
stopping​ ​point?​(include​ ​citation​ ​of
2012)
researcher​ ​&​ ​year​ ​from​ ​the​ ​resources
provided​ ​in​ ​class)
c) During​ ​Reading​ ​Stopping​ ​Point​ ​#3-​ ​image​ ​of​ ​page
f) During​ ​Reading​ ​Stopping​ ​Point​ ​#3:
Teacher​ ​Talk​ ​-​ ​what​ ​will​ ​you​ ​actually​ ​say​ ​in
this​ ​instructional​ ​stopping​ ​point.​ ​ ​Provide
your​ ​“think-aloud”​ ​verbiage​ ​and/or​ ​the
directions​ ​to​ ​implement​ ​the​ ​indicated
during​ ​reading​ ​activity.
DIRECTIONS:​ ​Read​ ​paragraph​ ​to​ ​find
connections​ ​between​ ​exclusion​ ​chart​ ​and
text.
Let’s​ ​read​ ​this​ ​paragraph​ ​together,​ ​and​ ​find​ ​the
connecting​ ​words​ ​on​ ​our​ ​exclusion​ ​list.​ ​The​ ​first
sentence​ ​has​ ​the​ ​words​ ​parents​ ​and​ ​tempting.
Parents​ ​tempt​ ​owlets​ ​out​ ​of​ ​the​ ​nest.​ ​Hmm,​ ​I​ ​circled
the​ ​work​ ​tempt​ ​in​ ​my​ ​exclusion​ ​list​ ​because​ ​I​ ​wasn’t
quite​ ​sure​ ​what​ ​it​ ​meant.​ ​I​ ​now​ ​think​ ​it​ ​means​ ​that
the​ ​owls​ ​parents​ ​are​ ​bribing​ ​the​ ​owlets​ ​out​ ​of​ ​the
nest​ ​with​ ​food​ ​because​ ​I​ ​know​ ​that​ ​if​ ​my​ ​mom​ ​made
me​ ​breakfast​ ​in​ ​the​ ​morning,​ ​it​ ​would​ ​make​ ​me​ ​want
to​ ​get​ ​out​ ​of​ ​my​ ​bed,​ ​just​ ​like​ ​an​ ​owlet.​ ​ ​The​ ​text
shows​ ​that​ ​these​ ​words,​ ​parents​ ​and​ ​tempting,
connect.​ ​Let’s​ ​put​ ​a​ ​check​ ​next​ ​to​ ​these​ ​words.​ ​ ​The
second​ ​sentence​ ​has​ ​which​ ​words​ ​on​ ​our​ ​exclusion
list?​ ​That’s​ ​right.​ ​It​ ​has​ ​the​ ​words​ ​practice,​ ​flying,
hunting,​ ​and​ ​need​ ​help.​ ​The​ ​owlets​ ​practice​ ​flying
and​ ​hunting,​ ​but​ ​they​ ​still​ ​need​ ​help​ ​to​ ​find​ ​food.
Therefore,​ ​these​ ​words​ ​all​ ​connect.​ ​Are​ ​there​ ​any
words​ ​on​ ​the​ ​list​ ​are​ ​not​ ​associated​ ​with​ ​the
paragraph?​ ​ ​Yes,​ ​the​ ​author​ ​does​ ​not​ ​talk​ ​about
treetops​ ​anywhere.​ ​Because​ ​it​ ​is​ ​not​ ​in​ ​the​ ​text,​ ​we
can​ ​say​ ​that​ ​it​ ​does​ ​not​ ​relate.​ ​Let’s​ ​cross​ ​it​ ​off​ ​on
our​ ​exclusion​ ​list.
Students​ ​will​ ​work​ ​in​ ​pairs​ ​to​ ​attempt​ ​this
and​ ​will​ ​then​ ​share​ ​out….
For​ ​this​ ​paragraph​ ​friends,​ ​I​ ​would​ ​like​ ​you​ ​to​ ​work
with​ ​your​ ​partner​ ​to​ ​determine​ ​the​ ​key​ ​ideas​ ​and​ ​try
to​ ​infer​ ​the​ ​main​ ​idea.​ ​Don’t​ ​forget​ ​to​ ​fill​ ​in​ ​the​ ​key
details​ ​and​ ​what​ ​you​ ​and​ ​your​ ​partner​ ​think​ ​the​ ​main
idea​ ​is​ ​in​ ​the​ ​graphic​ ​organizer​ ​I​ ​provided​ ​for​ ​you,​ ​like
we​ ​have​ ​been​ ​doing.​ ​ ​What​ ​are​ ​some​ ​questions​ ​you
can​ ​ask​ ​yourself​ ​while​ ​finding​ ​these​ ​key​ ​details?​ ​ ​Yes,
“What​ ​is​ ​important​ ​about​ ​this​ ​sentence?”​ ​What​ ​can
you​ ​ask​ ​yourself​ ​to​ ​figure​ ​out​ ​the​ ​main​ ​idea?​ ​ ​Yes,
“How​ ​do​ ​these​ ​details​ ​connect​ ​to​ ​what​ ​is​ ​the​ ​author
telling​ ​us?”​ ​ ​Okay,​ ​go​ ​ahead​ ​and​ ​try​ ​this​ ​short
paragraph​ ​for​ ​yourselves.​ ​You’ll​ ​have​ ​a​ ​few​ ​minutes
and​ ​then​ ​I’ll​ ​ask​ ​for​ ​volunteers​ ​to​ ​come​ ​up​ ​to​ ​the
projector​ ​and​ ​show​ ​us​ ​how​ ​to​ ​use​ ​different​ ​parts​ ​of
the​ ​strategy.
Ok,​ ​who​ ​would​ ​like​ ​to​ ​begin?​ ​ ​Thank-you​ ​for
volunteering!​ ​Would​ ​you​ ​show​ ​us​ ​where​ ​you​ ​found
your​ ​first​ ​key​ ​detail?​ ​ ​I​ ​see​ ​that​ ​you​ ​both​ ​wrote​ ​down
the​ ​entire​ ​first​ ​sentence.​ ​ ​Instead​ ​of​ ​writing​ ​the​ ​whole
sentence,​ ​you​ ​can​ ​ask​ ​yourselves,​ ​“What​ ​is​ ​important
about​ ​that​ ​sentence?”​ ​How​ ​could​ ​you​ ​change​ ​your

d) Describe​ ​how​ ​the​ ​During​ ​Reading
Stopping​ ​Point​ ​#3​​ ​chosen​ ​supports​ ​the
teaching​ ​and​ ​learning​ ​of​ ​the​ ​stated
Central​ ​Focus​​ ​and​ ​Essential​ ​Literacy
Strategy​​ ​for​ ​comprehension​ ​of​ ​text.
answer​ ​to​ ​give​ ​us​ ​the​ ​most​ ​important​ ​detail​ ​in​ ​that
sentence?​ ​ ​Yes,​ ​Owlets​ ​learn​ ​to​ ​fly​ ​with​ ​their​ ​parents’
help.​ ​ ​Now,​ ​who​ ​would​ ​like​ ​to​ ​help​ ​us​ ​with​ ​the​ ​next
key​ ​details?​ ​ ​Great,​ ​come​ ​on​ ​up!​ ​ ​Ok,​ ​I​ ​see​ ​that​ ​you
wrote​ ​your​ ​detail​ ​in​ ​your​ ​own​ ​words.​ ​ ​They​ ​wrote
“owls​ ​practice​ ​flying​ ​and​ ​hunting;​ ​their​ ​parents​ ​still
help​ ​them”.​ ​That​ ​is​ ​a​ ​great​ ​way​ ​to​ ​break​ ​up​ ​that​ ​long
sentence​ ​into​ ​more​ ​than​ ​one​ ​detail.​ ​That​ ​was​ ​tricky.
Would​ ​anyone​ ​like​ ​to​ ​share​ ​what​ ​you​ ​think​ ​the​ ​main
idea​ ​is?​ ​ ​Hmm​ ​so​ ​you​ ​think​ ​the​ ​main​ ​idea​ ​has
something​ ​to​ ​do​ ​with​ ​how​ ​the​ ​owlets​ ​learn​ ​to​ ​fly.
Yes,​ ​the​ ​paragraph​ ​does​ ​tell​ ​us​ ​how​ ​owlets​ ​learn​ ​to
fly,​ ​but​ ​it​ ​doesn’t​ ​quite​ ​connect​ ​all​ ​of​ ​the​ ​details.
You’re​ ​on​ ​the​ ​right​ ​track​ ​though.​ ​Who​ ​remembers
the​ ​question​ ​we​ ​asked​ ​to​ ​infer​ ​the​ ​main​ ​idea?​ ​Yes,​ ​we
ask​ ​ourselves​ ​“how​ ​are​ ​all​ ​of​ ​the​ ​details​ ​connected?”
Let’s​ ​think​ ​about​ ​the​ ​last​ ​part​ ​of​ ​the​ ​paragraph​ ​too.
The​ ​parents​ ​still​ ​help​ ​the​ ​owlets​ ​find​ ​food.​ ​Who
thinks​ ​they​ ​have​ ​a​ ​main​ ​idea​ ​that​ ​connects​ ​all​ ​of​ ​the
details?​ ​Okay,​ ​that’s​ ​better!​ ​You​ ​included​ ​all​ ​the
details.
This​ ​during​ ​reading​ ​activity​ ​utilizes​ ​several​ ​strategies
working​ ​in​ ​tandem​ ​to​ ​support​ ​the​ ​central​ ​focus​ ​of
comprehension.​ ​ ​First,​ ​the​ ​text​ ​is​ ​read-aloud​ ​through
a​ ​shared​ ​reading​ ​(Holdaway,1979)​ ​so​ ​that​ ​students
can​ ​focus​ ​on​ ​listening,​ ​following​ ​along​ ​with​ ​the​ ​text
as​ ​it​ ​is​ ​read-aloud,​ ​and​ ​comprehending​ ​without​ ​the
cognitive​ ​demand​ ​of​ ​decoding.​ ​The​ ​second​ ​strategy
being​ ​implemented​ ​is​ ​the​ ​use​ ​of​ ​a
“think-aloud”(Davey,​ ​1983)​ ​as​ ​a​ ​means​ ​of​ ​modeling
to​ ​the​ ​students​ ​how​ ​the​ ​teacher​ ​is​ ​thinking​ ​about​ ​the
text,​ ​and​ ​applying​ ​the​ ​Essential​ ​Literacy​ ​Strategy​ ​of
using​ ​key​ ​details​ ​to​ ​infer​ ​the​ ​main​ ​idea​ ​and​ ​asking
how​ ​the​ ​key​ ​details​ ​connect​ ​and​ ​what​ ​the​ ​author
wants​ ​us​ ​to​ ​know​ ​about​ ​the​ ​text​ ​to​ ​infer​ ​the​ ​main
idea.This​ ​therefore​ ​leads​ ​to​ ​better​ ​comprehension​ ​of
the​ ​text,​ ​which​ ​is​ ​the​ ​Central​ ​Focus​ ​of​ ​the​ ​lesson.​ ​Th ​ e
third​ ​strategy​ ​of​ ​using​ ​a​ ​graphic​ ​organizer​ ​(Manoli​ ​&
Papadopoulou,​ ​2012)​ ​is​ ​a​ ​visual​ ​representation
strategy​ ​that​ ​helps​ ​students​ ​see​ ​the​ ​connections​ ​and
relationships​ ​between​ ​the​ ​key​ ​details​ ​and​ ​main​ ​idea
and​ ​also​ ​allows​ ​them​ ​to​ ​organize​ ​their​ ​ideas​.​ ​The​ ​last
strategy​ ​is​ ​referring​ ​to​ ​the​ ​Exclusion​ ​Brainstorming
activity​ ​(Tompkins,2013)​ ​allows​ ​for​ ​opportunities​ ​to
apply​ ​the​ ​strategy​ ​through​ ​modeling,​ ​and​ ​noting​ ​the
correct​ ​information​ ​on​ ​the​ ​chart.​ ​ ​These​ ​words
provide​ ​students​ ​with​ ​a​ ​scaffold​ ​that​ ​helps​ ​them
focus​ ​on​ ​the​ ​key​ ​details​ ​that​ ​will​ ​lead​ ​them​ ​to
inferring​ ​the​ ​main​ ​idea​ ​of​ ​each​ ​paragraph.​ ​Exclusion
brainstorming​ ​focuses​ ​on​ ​how​ ​words​ ​are​ ​connected,

Section​ ​5:​ ​After​ ​Reading
Question​ ​Prompts
a) Post​ ​Reading​ ​Activity​ ​or​ ​Assessment
(include​ ​citation​ ​of​ ​researcher​ ​&​ ​year​ ​from
the​ ​resources​ ​provided​ ​in​ ​class)​ ​ ​You​ ​MUST
do​ ​an​ ​After​ ​Reading​ ​Assessment,​ ​you​ ​MAY
ALSO​ ​choose​ ​to​ ​do​ ​an​ ​After​ ​Reading​ ​Activity
b) Describe​ ​how​ ​the​ ​Post-reading​ ​Activity
chosen​ ​supports​ ​the​ ​teaching​ ​and​ ​learning
of​ ​the​ ​stated​ ​Central​ ​Focus​​ ​and​ ​Essential
Literacy​ ​Strategy​​ ​for​ ​comprehension​ ​of
text.​ ​ ​If​ ​you​ ​choose​ ​not​ ​to​ ​utilize​ ​an​ ​after
reading​ ​activity,​ ​then​ ​you​ ​do​ ​not​ ​need​ ​to
complete​ ​this​ ​prompt.
or​ ​the​ ​relationship​ ​between​ ​words.​ ​Students​ ​can​ ​use
these​ ​relationships​ ​to​ ​support​ ​their​ ​inference​ ​of​ ​the
main​ ​idea.
Therefore​ ​this​ ​ ​also​ ​supports​ ​the​ ​Central​ ​Focus​ ​of
comprehension​ ​and​ ​provides​ ​practice​ ​with​ ​the
Essential​ ​Literacy​ ​Strategy.​ ​Finally,​ ​the​ ​strategies
listed​ ​above​ ​will​ ​allow​ ​for​ ​all​ ​of​ ​the​ ​parts​ ​of​ ​ ​the
gradual​ ​release​ ​of​ ​responsibility​ ​framework​ ​(Pearson
&​ ​Gallagher,​ ​1983),​ ​through​ ​modeling,​ ​collaboration
with​ ​peers​ ​and​ ​teacher​ ​guidance,​ ​to​ ​be​ ​addressed
within​ ​this​ ​last​ ​stopping​ ​point.
Question​ ​Responses
We​ ​have​ ​decided​ ​to​ ​use​ ​both​ ​an​ ​after​ ​reading​ ​activity
and​ ​an​ ​assessment​ ​activity​ ​to​ ​best​ ​meet​ ​the
objectives​ ​of​ ​the​ ​lesson:
After​ ​Reading​ ​Activity​ ​–​ ​Paragraph​ ​Frame​ ​(Ellis,​ ​1998)
Assessment​ ​Activity​ ​–​ ​Exit​ ​Ticket​ ​(Fisher​ ​&​ ​Frey,
2004)
After​ ​Reading​ ​Activity​ ​–​ ​Paragraph​ ​Frame​ ​(Ellis,
1998)​:​ ​ ​Paragraph​ ​frames​ ​support​ ​the​ ​Central​ ​Focus
of​ ​comprehension​ ​by​ ​providing​ ​a​ ​skeleton​ ​framework
to​ ​support​ ​the​ ​pre-activity​ ​vocabulary​ ​that​ ​existed​ ​in
the​ ​chosen​ ​text.​ ​ ​The​ ​frame​ ​that​ ​students​ ​will
complete​ ​puts​ ​together​ ​the​ ​main​ ​ideas​ ​from​ ​all​ ​of​ ​the
paragraphs​ ​in​ ​the​ ​day​ ​1​ ​text​ ​to​ ​produce​ ​a​ ​concise
summary​ ​of​ ​the​ ​most​ ​important​ ​information​ ​from​ ​the
reading,​ ​which​ ​helps​ ​students​ ​to​ ​see​ ​the​ ​reason​ ​that
we​ ​find​ ​the​ ​main​ ​idea​ ​of​ ​each​ ​paragraph​ ​—​ ​to​ ​put​ ​all
the​ ​information​ ​together​ ​to​ ​ ​summarize​ ​what​ ​we
have​ ​learned​ ​from​ ​a​ ​text.​ ​The​ ​frame​ ​utilizes​ ​the
vocabulary​ ​from​ ​the​ ​exclusion​ ​brainstorming​ ​activity
and​ ​the​ ​main​ ​ideas​ ​from​ ​the​ ​text​ ​to​ ​review​ ​the
important​ ​information​ ​that​ ​was​ ​learned​ ​to​ ​increase
comprehension.
This​ ​supports​ ​the​ ​Essential​ ​Literacy​ ​Strategy​ ​because
the​ ​paragraph​ ​frame​ ​helps​ ​students​ ​to​ ​revisit​ ​the
keywords​ ​in​ ​the​ ​text​ ​that​ ​indicated​ ​the​ ​supporting
details.​ ​It​ ​also​ ​helps​ ​students​ ​to​ ​review​ ​and​ ​connect
the​ ​main​ ​ideas​ ​in​ ​the​ ​text​ ​to​ ​each​ ​other.​ ​The
paragraph​ ​frame​ ​is​ ​also​ ​built​ ​off​ ​of​ ​the​ ​exclusion
brainstorm​ ​list,​ ​which​ ​was​ ​essential​ ​vocabulary​ ​and
keywords​ ​from​ ​the​ ​text​ ​that​ ​helped​ ​students​ ​to​ ​find
key​ ​details​ ​that​ ​led​ ​them​ ​to​ ​the​ ​main​ ​ideas.​ ​This​ ​ ​list
was​ ​used​ ​to​ ​model​ ​and​ ​apply​ ​the​ ​Essential​ ​Literacy
Strategy​ ​in​ ​the​ ​think​ ​aloud.
c) Explain​ ​how​ ​the​ ​Post-reading​ ​Assessment
chosen​ ​assesses​​ ​the​ ​teaching​ ​and​ ​learning
of​ ​the​ ​stated​ ​Central​ ​Focus​​ ​and​ ​Essential
Literacy​ ​Strategy​​ ​for​ ​comprehension​ ​of
text.​ ​MUST​ ​do​ ​an​ ​After​ ​Reading
Assessment,​ ​you​ ​MAY​ ​ALSO​ ​choose​ ​to​ ​do​ ​an
After​ ​Reading​ ​Activity
After​ ​Reading​ ​Assessment​ ​Activity​ ​–​ ​Exit​ ​Ticket
(Fisher​ ​&​ ​Frey,​ ​2004)​:​ ​ ​The​ ​exit​ ​ticket​ ​supports​ ​the
Central​ ​Focus​ ​of​ ​Comprehension​ ​because​ ​exit​ ​slips
have​ ​been​ ​shown​ ​to​ ​provide​ ​teachers​ ​with​ ​quick
informal​ ​assessments​ ​of​ ​individual​ ​student
understanding​ ​and​ ​comprehension​ ​of​ ​the​ ​lesson
presented
(​http://www.readingrockets.org/strategies/exit_slips​).
The​ ​exit​ ​ticket​ ​will​ ​show​ ​the​ ​level​ ​of​ ​understanding
each​ ​student​ ​has​ ​about​ ​finding​ ​a​ ​main​ ​idea​ ​and​ ​the
level​ ​of​ ​understanding​ ​each​ ​student​ ​has​ ​about​ ​the
chunk​ ​of​ ​new​ ​text​ ​they​ ​have​ ​read.​ ​ ​It​ ​will​ ​allow
students​ ​to​ ​independently​ ​try​ ​the​ ​strategy​ ​out​ ​for
themselves.
The​ ​exit​ ​ticket​ ​supports​ ​the​ ​teaching​ ​and​ ​learning​ ​of
the​ ​Essential​ ​Literacy​ ​Strategy​ ​because​ ​students​ ​will
need​ ​to​ ​enact/apply​ ​the​ ​strategy​ ​of​ ​finding​ ​the​ ​main
idea​ ​to​ ​a​ ​new​ ​chunk​ ​of​ ​text,​ ​thereby​ ​demonstrating
their​ ​level​ ​of​ ​competence​ ​with​ ​the​ ​strategy.
d) Include​ ​a​ ​copy​ ​of​ ​the​ ​“blank”​ ​and​ ​“completed”​ ​After​ ​Reading​ ​Assessment​​ ​&/or​ ​Post
Reading​ ​Activity​​ ​and​ ​the​ ​directions​ ​for​ ​the​ ​activity​ ​in​ ​the​ ​space​ ​below:​ ​(​MUST​ ​do​ ​an​ ​After
Reading​ ​Assessment,​ ​you​ ​MAY​ ​ALSO​ ​choose​ ​to​ ​do​ ​an​ ​After​ ​Reading​ ​Activity)

POST​ ​READING​ ​ACTIVITY

Directions:​ ​We​ ​learned​ ​a​ ​lot​ ​about​ ​owls​ ​today!​ ​Fill​ ​in​ ​the​ ​blanks​ ​in​ ​the​ ​paragraph​ ​frame
below​ ​with​ ​the​ ​correct​ ​words​ ​using​ ​the​ ​exclusion​ ​brainstorm​ ​list​ ​as​ ​a​ ​reference.

Baby​ ​owls​ ​are​ ​called__________.​ ​They​ ​grow​ ​______​ ​feathers,​ ​also​ ​called​ ​________.​ ​The
Owlets​ ​grow​ ​_______,​ ​and​ ​soon​ ​the​ ​mother​ ​also​ ​needs​ ​to​ ​leave​ ​the​ ​nest​ ​to​ ​nest​ ​to​ ​help
______​ ​______​ ​for​ ​them.​ ​When​ ​they​ ​are​ ​ready​ ​ ​the​ ​parents​ ​teach​ ​the​ ​owls​ ​to​ ​fly​ ​by
_______​ ​them​ ​out​ ​of​ ​the​ ​nest​ ​to​ ​______​ ​their​ ​wings.​ ​ ​When​ ​they​ ​get​ ​older,​ ​the​ ​owlets
begin​ ​to​ ​practice​ ​_______​ ​and​ ​________,​ ​but​ ​they​ ​still​ ​need​ ​their​ ​parents’​ ​______​ ​to​ ​find
food.

Completed​ ​activity

Baby​ ​owls​ ​are​ ​called__​Owlets​________.​ ​They​ ​grow​ ​_​fluffy​___​ ​feathers,​ ​also​ ​called
__​down​______.​ ​The​ ​Owlets​ ​grow​ ​__​quickly​_____,​ ​and​ ​soon​ ​the​ ​mother​ ​also​ ​needs​ ​to
leave​ ​the​ ​nest​ ​to​ ​nest​ ​to​ ​help​ ​__​catch​____​ ​_​food​_____​ ​for​ ​them.​ ​When​ ​they​ ​are​ ​ready
the​ ​parents​ ​teach​ ​the​ ​owls​ ​to​ ​fly​ ​by​ ​__​tempting​_____​ ​them​ ​out​ ​of​ ​the​ ​nest​ ​to
__​stretch​____​ ​their​ ​wings.When​ ​they​ ​get​ ​older,​ ​the​ ​owlets​ ​begin​ ​to​ ​practice
__​flying​_____​ ​and​ ​__​hunting​______,​ ​but​ ​they​ ​still​ ​need​ ​their​ ​parents’​ ​_​help​_____​ ​to​ ​find
food.

POST​ ​READING​ ​ASSESSMENT

Directions:
1. Read​ ​the​ ​whole​ ​paragraph.
2. Read​ ​line​ ​by​ ​line​ ​looking​ ​for​ ​key​ ​details,​ ​asking​ ​“what​ ​is​ ​important​ ​about​ ​this​ ​sentence?”​ ​ ​and​ ​fill​ ​in
the​ ​graphic​ ​organizer.
3. Ask​ ​“What​ ​does​ ​the​ ​author​ ​want​ ​me​ ​to​ ​know​ ​in​ ​the​ ​whole​ ​paragraph”​ ​and​ ​“how​ ​are​ ​these​ ​details
connected?”​ ​to​ ​infer​ ​the​ ​main​ ​idea​ ​of​ ​the​ ​passage​ ​and​ ​fill​ ​in​ ​the​ ​graphic​ ​organizer.
Completed​ ​assessment
e) Develop​ ​&​ ​Include​ ​a​ ​copy​ ​of​ ​the​ ​assessment​ ​checklist​ ​that​ ​you​ ​will​ ​use​ ​to​ ​assess​ ​the​ ​level
of​ ​student​ ​learning​ ​demonstrated​ ​in​ ​the​ ​Post-Reading​ ​Assessment​​ ​in​ ​the​ ​space​ ​below:
Exit​ ​Ticket​ ​Assessment​ ​Checklist​ ​Day​ ​one
Was​ ​the​ ​student​ ​able​ ​to: Y N

Correctly​ ​locate​ ​all​ ​4​ ​key​ ​details​ ​from​ ​the​ ​text

​ ​ ​ ​ ​ ​ ​ ​ ​ ​If​ ​not,​ ​how​ ​many?

Has​ ​a​ ​clear​ ​and​ ​connecting​ ​main​ ​idea

Proficient?​ ​Both​ ​details​ ​and​ ​main​ ​idea​ ​coincide

Developing?​ ​Can​ ​find​ ​some​ ​parts

KD MI

Area​ ​of​ ​weakness

KEY:​ ​KD​ ​(key​ ​details);​ ​ ​MI(main​ ​Idea)

f) Describe​ ​with​ ​sufficient​ ​details,​ ​what​ ​your​ ​next​ ​instructional​ ​steps​ ​will​ ​be​ ​for​ ​each​ ​of​ ​the
following​ ​groups​ ​of​ ​students​ ​based​ ​upon​ ​the​ ​results​ ​of​ ​your​ ​assessment​ ​measure:
i. Students​ ​whose​ ​assessment​ ​results​ ​demonstrate​ ​a​ ​strong​ ​need​ ​for​ a​ dditional
instruction​​ ​on​ ​the​ ​essential​ ​literacy​ ​strategy​.

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​i.​ ​For​ ​those​ ​students​ ​who​ ​demonstrated​ ​difficulty​ ​with​ ​determining​ ​the​ ​key​ ​details,​ ​in​ ​a​ ​small
group​ ​mini-lesson​ ​we​ ​will​ ​use​ ​short​ ​passages​ ​and​ ​the​ ​graphic​ ​organizer​ ​from​ ​day​ ​1​ ​think​ ​aloud​ ​and
assessment​ ​to​ ​practice​ ​finding​ ​the​ ​most​ ​important​ ​information​ ​in​ ​the​ ​paragraph.
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ii.​ ​For​ ​those​ ​students​ ​who​ ​demonstrated​ ​difficulty​ ​inferring​ ​the​ ​main​ ​idea,​ ​in​ ​a​ ​small​ ​group
mini-lesson​ ​we​ ​will​ ​work​ ​with​ ​a​ ​few​ ​sets​ ​of​ ​lists​ ​of​ ​key​ ​details​ ​(3-4),​ ​given​ ​in​ ​the​ ​format​ ​of​ ​the​ ​graphic
organizer​ ​from​ ​day​ ​1,​ ​which​ ​students​ ​will​ ​use​ ​to​ ​practice​ ​connecting​ ​key​ ​details​ ​to​ ​find​ ​the​ ​main​ ​idea.
Students​ ​will​ ​practice​ ​asking,​ ​“How​ ​are​ ​these​ ​details​ ​connected?”
ii. Students​ ​whose​ ​assessment​ ​results​ ​demonstrate​ ​a​ ​strong​ ​need​ ​for​ a​ dvanced
instruction​​ ​on​ ​the​ ​essential​ ​literacy​ ​strategy​.

i.​ ​For​ ​students​ ​who​ ​demonstrated​ ​a​ ​high​ ​level​ ​of​ ​proficiency​ ​with​ ​the​ ​Essential​ ​Learning​ ​Strategy​ ​with
this​ ​short​ ​text,​ ​in​ ​the​ ​context​ ​of​ ​a​ ​small​ ​group​ ​mini-lesson​ ​we​ ​will​ ​introduce​ ​how​ ​to​ ​utilize​ ​the
essential​ ​literacy​ ​strategy​ ​with​ ​longer,​ ​more​ ​complex​ ​pieces​ ​of​ ​text.​ ​Additionally,​ ​we​ ​will​ ​also​ ​introduce
to​ ​this​ ​group​ ​how​ ​not​ ​every​ ​sentence​ ​has​ ​important​ ​information​ ​that​ ​ties​ ​into​ ​the​ ​main​ ​idea​ ​and​ ​it​ ​can
be​ ​more​ ​hidden​ ​throughout​ ​the​ ​text.