Lesson+Plan



· **Reading Comprehension Strategy** Activating background knowledge · **Reading Development Level** Advancing - 2nd Grade · **Instructional Strategies** Cues, questioning, modeling, think alouds, cooperative learning, organizers, notemaking, setting objectives and providing feedback, Jigsaw puzzle (each group learns part of the whole then teaches to the entire group) · ** Lesson Length ** Two 40-50 min. sessions · **Purpose** Students utilize a reading comprehension strategy and complete a collaborative inquiry project to find out if rocks, soil, water, and atmospheric gases are important. Students record and then report their findings to the class via a web 2.0 tool. · ** Objectives Session 1: ** 1) Students will conduct inquiry-based research to identify the uses of natural resources. 2) Students will complete a Frame of Reference graphic organizer to make notes (including pictures) on information the collaborative group has collected. Each collaborative group will address one inquiry topic: Are rocks important? Is soil important? Is water important? Are gases of the atmosphere important? 3) Students will write their individual learning reflections in their science journals. Session 2: 4) Students will present their findings and individual learning reflections (i.e. "I always thought rocks were just to play with on the playground. Before I didn't know how important they really are. I was surprised when I learned that they are important.")  to the class using the Web 2.0 tool Voicethread. 5) Collaborative groups will self-assess according to the rubric. · ** Resources, Materials, and Equipment ** **Children’s Literature **  // Soil // by Chris Oxlade (Chicago: Heinemann Library, 2002) [] ** [] and Britannica online elementary (School edition) [] ** [] [] [] Graphic Organizers ** Frame of Reference graphic organizer **Materials ** chart paper, markers, scissors, glue sticks, **various available resources such as picture dictionaries, children's litrature, beginning encyclopedias, magazines, books, and online resources <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;"> Equipment ** <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">computers, microphones, sound system, projector and screen · **Collaboration** -Reading Comprehension Strategy and Graphic Organizer: The teacher and librarian introduce the reading comprehension strategy - activating/building background knowledge. They invite students to share their prior knowledge about rocks, soil, water, and atmospheric gases. Using the students' input, the teacher and librarian model a collaborative group's efforts at notemaking by showing students how to complete the three sections of a sample Frame of Reference graphic organizer: Topic, What I know, and How I know what I know. -Inquiry Research: The Librarian reviews research options available to the students - fiction, nonfiction, magazines, picture dictionaries, beginning encyclopedias, and online resources. The librarian and teacher model process think-alouds pertaining to the inquiry topics and making connections between prior knowledge and newly acquired knowledge. -Self Reflection: The Librarian and Teacher model a think-aloud for self-reflection. Individual students write their self-reflections in the science journals they have been keeping all year. -Web 2.0 Tools: The Librarian and Teacher teach students how to use the tool Voice Thread. The teacher will teach and assist one half of the groups. The librarian will teach and assist the other half of the groups. -Presentation: The Teacher and Librarian model how the group Voice Thread presentations will proceed. · **Assessment** The Librarian, teacher, and students assess the graphic organizers, individual learning reflection journal entries, and presentations using a rubric that focuses on main ideas, supporting details, organization and language. Students will follow a rubric that includes a checklist. The Teacher and librarian will review the graphic organizers, note-making, self-reflections, and presentations to determine if learning outcomes were achieved. · **Standards** **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Reading and/or writing ** TEKS 110.13 Language Arts and Reading Grade 2 <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">** b) Knowledge and skills (25) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) gather evidence from available sources (natural and personal) as well as from interviews with local experts; (C) record basic information in simple visual formats (e.g. notes, charts, picture graphs, diagrams). (27) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to create a visual display or dramatization to convey the results of the research. ** Listening and speaking b) Knowledge and Skills ** <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(30) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions. TEKS 112.4 Science, Grade 2 (b) Knowledge and skills (10) Science concepts. The student knows that the natural world includes rocks, soil, water, and gases of the atmosphere. The student is expected to (B) identify uses of natural resources. **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 19px;">Information literacy ** TEKS (25) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) gather evidence from available sources (natural and personal) as well as from interviews with local experts; (C) record basic information in simple visual formats (e.g. notes, charts, picture graphs, diagrams). **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 19px;">Educational technology ** AASL Standards, Strands, and Indicators: Standard 1: Inquire, think critically and gain knowledge, 1.1 Skills. 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills. 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
 * <span style="font-family: Arial,Helvetica,sans-serif;">PLANNING **
 * Websites
 * TEKS 110.13 Language Arts and Reading Grade 2
 * Science **

· **<span style="font-family: Arial,Helvetica,sans-serif;">Process ** **<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">Motivation <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-weight: normal;">Session 1 ** <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;"> The librarian places 4 specimens on a table - a plate of rocks, a plate of soil, a jar of water and a sealed ziplock bag (puffed with air). The students are allowed to walk by, look, and touch the specimens. Session 2 Students view a Voice Thread entitled "Dog Poetry." The poetry is written and read by 4th graders. The poetry includes photos of dogs. <span style="color: #000000; font-family: 'Times New Roman',Times,serif;">**<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Student-friendly Objectives Session 1 1) My collaborative group will work together to determine if rocks, soil, water, and atmospheric gases are important. 2) My collaborative group will work together to complete a Frame of Reference graphic organizer with our new knowledge. 3) I will write my own learning reflection paragraph in my science journal that explains how my new knowledge is different from my prior knowledge. Session 2 4) My collaborative group will work together to present our new knowledge and learning reflections to the class using Voice Thread. 5) My collaborative group will grade our work using a checklist. ** **<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">Presentation Session 1:  **  <span style="font-family: Arial,Helvetica,sans-serif;">Cues/Questioning: **<span style="font-family: Arial,Helvetica,sans-serif; font-weight: normal;">The Teacher asks the students to name what they see. She asks the students to explain where the specimens might have come from. The Librarian asks the students to name a situation in which they might have personally used or seen the use of rocks, soil, water or atmospheric gases. She asks the students the following question: "What do all 4 of these items have in common?" Students may discuss with the students next to them, then respond by raising their hands. Next, the Librarian removes the soil. She asks the students to explain what they think life would be like without soil. She follows with rocks, then soil, then water. After discussion, the Librarian writes the key words "Natural Resources" on chart paper. She tells students that as they engage in their research, they need to be on the lookout for the key words. Modeling/Think Aloud: The Teacher and the Librarian model the proper way to fill in the Frame of Reference graphic organizer. The Teacher and the Librarian pretend to be members of a collaborative research group. They discuss out loud what they already know about soil. The educators take turns writing their prior knowledge on the graphic organizer (enlarged on chart paper). They ask for input from students about additional prior knowledge and then add that information as well. The librarian then models how to locate a resource on soil (//Soil// by Chris Oxlade) and makes notes on the graphic organizer, including a citation. <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-weight: normal;">Session 2: The Librarian and Teacher guide students on creating the Voice Thread by displaying the tool on the projector. They demonstrate how to importing drawings and pictures gathered during the inquiry project. The teacher models how to give the presentation and instructs students on listening skills. <span style="font-family: Arial,Helvetica,sans-serif;">Student Participation Procedures or Student Practice Procedures Session 1: Students contribute prior knowledge (activated during the Presentation stage) to the Frame of Reference graphic organizer by raising their hands and verbally expressing their knowledge. ** Session 2: Students raise their hands to ask questions on how to use Voice Thread. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">**Guided Practice** <span style="font-family: Arial,Helvetica,sans-serif;">Session 1: Cooperative Learning/Notemaking/Jigsaw/Providing Feedback Students work in collaborative groups of 4-5 students to research information on rocks, soil, water, or atmospheric gases. Each member of the group is responsible for locating information from a different type of source (i.e one uses magazines, one uses the database, etc.) Each member contributes his/her information to the chart paper sized graphic organizer using a different color marker and cites their sources. Students may draw pictures. Students may print images and glue to the chart. The Teacher and Librarian assist students throughout this process, re-teaching as necessary. Session 2: Providing Feedback Students work in the same collaborative groups to prepare their Voice Thread presentations. Students may practice recording themselves several times before recording their final product. The Teacher and Librarian assist students throughout this process, re-teaching as necessary. Session 1: Students write their individual learning reflections in their science journals. Students must explain how their prior knowledge has been affected by their newly acquired knowledge. Their writing must show evidence of knowledge growth. Students are asked to pose a new question. Session 2: Students share their complete Graphic Organizer and Voice Thread presentations with the class and verbally try to answer students' new questions. Reflection ** At the close of Session 2: Cues/Questioning/Providing Feedback <span style="font-family: Arial,Helvetica,sans-serif; font-weight: normal;">-The Teacher and Librarian display the 4 natural resource specimens. The educators ask students to describe what natural resources are. They also question students about their new knowledge in connection with their prior knowledge, specific to each specimen. Students may ask questions or make comments about their learning. Modeling/Think Aloud <span style="font-family: Arial,Helvetica,sans-serif;">-The Librarian and Teacher create a rubric with a checklist that will allow collaborative student groups to self-assess their work. The librarian and teacher pretend that they are members of a collaborative group and discuss aloud their self-grading decisions. They model correct procedure for completing the rubric. Providing Feedback -The Librarian and Teacher celebrate the journey of learning that has taken place by applauding the students' efforts and teamwork and by having them applaud themselves and each other. · **<span style="font-family: Arial,Helvetica,sans-serif;">Extensions 1. As motivation to this extension students watch the Science movie about natural resources through BrainPOP. Notemaking: Students look for database articles concerning the conservation of natural resources, the destruction of natural resources, and organizations that work to protect natural resources. Students write 3 lists: 1) ways that natural resources are destroyed 2) ways that natural resources are conserved 3) organizations that work to protect natural resources. Students present new knowledge to the class. 2. Students add comments to Voice Thread presentations. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">IMPLEMENTATION **<span style="font-family: Arial,Helvetica,sans-serif;">
 * <span style="font-family: Arial,Helvetica,sans-serif;">Closure

(Moreillon 15)

Moreillon, J. //Collaborative strategies for teaching reading comprehension: Maximizing your impact//. Chicago: ALA Editions, 2007.