The Strategy Unit Plan

Skills to review StudentsObjective or re-teach MaterialsOutcomeLearning Level OPENING - Anticipatory Set Set goals and/or plot goal on progress chartInformation about relevance of strategy Re-visit what students did best on last practice activity Steps to performing the strategySituations where the strategy can be used Review student progress toward strategy generalization Course of Study Standard Best at… Needs to learn … Introductory Simple practice Applied practice Generalization I do it We do it Y’all do it You do it Best at… Needs to learn … Introductory Simple practice Applied practice Generalization I do it We do it Y’all do it You do it Best at… Needs to learn … Introductory Simple practice Applied practice Generalization I do it We do it Y’all do it You do it BODY Forecast future learning & generalization Facilitate student reflection about strengths & weakness associated with performing the strategy CLOSING

The Guided Reading Lesson Plan This planning think-sheet is best used when students are reading fiction or trade books An interactive version of this think- sheet can be accessed from the Makes Sense Strategies home page

STUDENT ABILITY: Approximate Reading Instructional Level NO Makes Sense Guided Reading Lesson Plan © 2003 Edwin Ellis Think-sheet Is this the first time students will have worked with this think-sheet? YES After you and the students have co-constructed the think-sheet on the familiar story, provide guided practice (WE DO IT) using the think-sheet on the new story or reading passage … Specific skills to be reviewed Student(s) or Group Identify a story about which students will already be very familiar for initial guided-practice completing the think-sheet Accommodations If students will be working collaborative, then what are the GROUPING / PAIRING considerations? Anticipatory Set (Think Ahead) Knowledge Activator / Motivation HOW WILL THE THINK-SHEET BE USED DURING INSTRUCTION? Co-construct with students Guided note taking Blanks for key words Collaborative (Y’all do it) Activity Numbered Heads Jigsaw Collaborative Construction Pair-share Rotating Graphics Pair-square Reading Comprehension INSTRUCTIONAL OBJECTIVE Summarize gist & details Identify similarities & differences Identify cause/effect relationships Pose questions & search for answers Form predictions & check for accuracy Form inferences about topic Date(s) of lesson Reading Passage / Story of which the difficulty matches the above instructional level In what ways is this think-sheet useful? Not useful? What are some different places or situations where this think-sheet might be used? What is the most important part of the think-sheet? Least important? Why? What part of the think-sheet are you best at doing? What’s the hardest part of the think-sheet? What makes it hard? How is this think-sheet similar or different from other ones you’ve used? Reflective Review Questions

STUDENT ABILITY: Approximate Reading Instructional Level NO Makes Sense Guided Reading Lesson Plan © 2003 Edwin Ellis Think-sheet Is this the first time students will have worked with this think-sheet? YES After you and the students have co-constructed the think-sheet on the familiar story, provide guided practice (WE DO IT) using the think-sheet on the new story or reading passage … Specific skills to be reviewed Student(s) or Group Identify a story about which students will already be very familiar for initial guided-practice completing the think-sheet Accommodations If students will be working collaborative, then what are the GROUPING / PAIRING considerations? Anticipatory Set (Think Ahead) Knowledge Activator / Motivation HOW WILL THE THINK-SHEET BE USED DURING INSTRUCTION? Co-construct with students Guided note taking Blanks for key words Collaborative (Y’all do it) Activity Numbered Heads Jigsaw Collaborative Construction Pair-share Rotating Graphics Pair-square Reading Comprehension INSTRUCTIONAL OBJECTIVE Summarize gist & details Identify similarities & differences Identify cause/effect relationships Pose questions & search for answers Form predictions & check for accuracy Form inferences about topic Date(s) of lesson Reading Passage / Story of which the difficulty matches the above instructional level In what ways is this think-sheet useful? Not useful? What are some different places or situations where this think-sheet might be used? What is the most important part of the think-sheet? Least important? Why? What part of the think-sheet are you best at doing? What’s the hardest part of the think-sheet? What makes it hard? How is this think-sheet similar or different from other ones you’ve used? Reflective Review Questions The following is an example of how the Guided Reading Lesson Plan should be used when students are familiar with the think-sheet that will be used during the reading lesson

STUDENT ABILITY: Approximate Reading Instructional Level NO Makes Sense Guided Reading Lesson Plan © 2003 Edwin Ellis Think-sheet Student(s) or Group YES Is this the first time students will have worked with this think-sheet? After you and the students have co-constructed the think-sheet on the familiar story, provide guided practice (WE DO IT) using the think-sheet on the new story or reading passage … Identify a story about which students will already be very familiar for initial guided-practice completing the think-sheet Accommodations If students will be working collaborative, then what are the GROUPING / PAIRING considerations? Specific skills to be reviewed Anticipatory Set (Think Ahead) Knowledge Activator / Motivation HOW WILL THE THINK-SHEET BE USED DURING INSTRUCTION? Co-construct with students Guided note taking Blanks for key words Collaborative (Y’all do it) Activity Numbered Heads Jigsaw Collaborative Construction Pair-share Rotating Graphics Pair-square Reading Comprehension INSTRUCTIONAL OBJECTIVE Summarize gist & details Identify similarities & differences Identify cause/effect relationships Pose questions & search for answers Form predictions & check for accuracy Form inferences about topic Date(s) of lesson Reading Passage / Story of which the difficulty matches the above instructional level In what ways is this think-sheet useful? Not useful? What are some different places or situations where this think-sheet might be used? What is the most important part of the think-sheet? Least important? Why? What part of the think-sheet are you best at doing? What’s the hardest part of the think-sheet? What makes it hard? How is this think-sheet similar or different from other ones you’ve used? Reflective Review Questions Group 3 Do you think monsters are real? This is a story about a little boy and monsters X Predict*Check*Connect 2.0 Where the Wild Things Are Previewing story by looking at pictures – guessing what the story is about (Do it, then “Why do it?”) X X X Have LaTosha sit next to me (ADHD) Mark/Sam LaTosha/Mary Ann

STUDENT ABILITY: Approximate Reading Instructional Level NO Makes Sense Guided Reading Lesson Plan © 2003 Edwin Ellis Think-sheet Is this the first time students will have worked with this think-sheet? YES After you and the students have co-constructed the think-sheet on the familiar story, provide guided practice (WE DO IT) using the think-sheet on the new story or reading passage … Specific skills to be reviewed Student(s) or Group Identify a story about which students will already be very familiar for initial guided-practice completing the think-sheet Accommodations If students will be working collaborative, then what are the GROUPING / PAIRING considerations? Anticipatory Set (Think Ahead) Knowledge Activator / Motivation HOW WILL THE THINK-SHEET BE USED DURING INSTRUCTION? Co-construct with students Guided note taking Blanks for key words Collaborative (Y’all do it) Activity Numbered Heads Jigsaw Collaborative Construction Pair-share Rotating Graphics Pair-square Reading Comprehension INSTRUCTIONAL OBJECTIVE Summarize gist & details Identify similarities & differences Identify cause/effect relationships Pose questions & search for answers Form predictions & check for accuracy Form inferences about topic Date(s) of lesson Reading Passage / Story of which the difficulty matches the above instructional level In what ways is this think-sheet useful? Not useful? What are some different places or situations where this think-sheet might be used? What is the most important part of the think-sheet? Least important? Why? What part of the think-sheet are you best at doing? What’s the hardest part of the think-sheet? What makes it hard? How is this think-sheet similar or different from other ones you’ve used? Reflective Review Questions The following is an example of how the Guided Reading Lesson Plan should be used when students are not familiar with the think-sheet that will be used during the reading lesson

YES Is this the first time students will have worked with this think-sheet? After you and the students have co-constructed the think-sheet on the familiar story, provide guided practice (WE DO IT) using the think-sheet on the new story or reading passage … Identify a story about which students will already be very familiar for initial guided-practice completing the think-sheet STUDENT ABILITY: Approximate Reading Instructional Level NO Makes Sense Guided Reading Lesson Plan © 2003 Edwin Ellis Think-sheet Student(s) or Group Accommodations If students will be working collaboratively, then what are the GROUPING / PAIRING considerations? Specific skills to be reviewed Anticipatory Set (Think Ahead) Knowledge Activator / Motivation HOW WILL THE THINK-SHEET BE USED DURING INSTRUCTION? Co-construct with students Guided note taking Blanks for key words Collaborative (Y’all do it) Activity Numbered Heads Jigsaw Collaborative Construction Pair-share Rotating Graphics Pair-square Reading Comprehension INSTRUCTIONAL OBJECTIVE Summarize gist & details Identify similarities & differences Identify cause/effect relationships Pose questions & search for answers Form predictions & check for accuracy Form inferences about topic Date(s) of lesson Reading Passage / Story of which the difficulty matches the above instructional level In what ways is this think-sheet useful? Not useful? What are some different places or situations where this think-sheet might be used? What is the most important part of the think-sheet? Least important? Why? What part of the think-sheet are you best at doing? What’s the hardest part of the think-sheet? What makes it hard? How is this think-sheet similar or different from other ones you’ve used? Reflective Review Questions Linda, Kana, Gage, & Eme There are lots of kinds of bugs. Can you name a bug that flies? …that crawls? This is a story about a bug and his friends. X 4 event sequence 2.6 Bugs Are Us Tell the gist (summarizing) statements orally presented to students X X X Eme will need extra large think-sheet NA 3 Little Pigs

STUDENT ABILITY: Approximate Reading Instructional Level NO Makes Sense Guided Reading Lesson Plan © 2003 Edwin Ellis Think-sheet Is this the first time students will have worked with this think-sheet? YES After you and the students have co-constructed the think-sheet on the familiar story, provide guided practice (WE DO IT) using the think-sheet on the new story or reading passage … Specific skills to be reviewed Student(s) or Group Identify a story about which students will already be very familiar for initial guided-practice completing the think-sheet Accommodations If students will be working collaborative, then what are the GROUPING / PAIRING considerations? Anticipatory Set (Think Ahead) Knowledge Activator / Motivation HOW WILL THE THINK-SHEET BE USED DURING INSTRUCTION? Co-construct with students Guided note taking Blanks for key words Collaborative (Y’all do it) Activity Numbered Heads Jigsaw Collaborative Construction Pair-share Rotating Graphics Pair-square Reading Comprehension INSTRUCTIONAL OBJECTIVE Summarize gist & details Identify similarities & differences Identify cause/effect relationships Pose questions & search for answers Form predictions & check for accuracy Form inferences about topic Date(s) of lesson Reading Passage / Story of which the difficulty matches the above instructional level In what ways is this think-sheet useful? Not useful? What are some different places or situations where this think-sheet might be used? What is the most important part of the think-sheet? Least important? Why? What part of the think-sheet are you best at doing? What’s the hardest part of the think-sheet? What makes it hard? How is this think-sheet similar or different from other ones you’ve used? Reflective Review Questions

The Guided Content Reading Lesson Plan Copyright 2003 Edwin Ellis This planning think-sheet is best used when students are reading non-fiction or textbooks An interactive version of this think- sheet can be accessed from the Makes Sense Strategies home page

Is this the first time students will have worked with this think-sheet? Brainstorm Guide Anticipation Guide KTW KWL Features Analysis Induction Matrix PASS pre-reading LINK 1st TRIP text perusal Sticky-note web OTHER Knowledge Activation Does the reading level of the text passage match students’ reading ability? Makes Sense Guided Content Reading Lesson Plan © 2003 Edwin Ellis Summarize gist & details Identify similarities & differences Identify cause/effect relationships Pose questions & search for answers Form predictions & check for accuracy Form inferences about topic Reading Comprehension INSTRUCTIONAL OBJECTIVE STUDENTS’ READING ABILITY: Approximate Reading Instructional Level TEXT PASSAGE Source Pages Students or Group Content-learning INSTRUCTIONAL OBJECTIVE What is the most important idea students should understand as a result of reading this passage? In what ways is this think-sheet useful? Not useful? What are some different places or situations where this think-sheet might be used? What is the most important part of the think-sheet? Least important? Why? What part of the think-sheet are you best at doing? What’s the hardest part of the think-sheet? What makes it hard? How is this think-sheet similar or different from other ones you’ve used? Reading Reflective Review Questions Date(s) of lesson Content Reflective Review Questions What was the most interesting thing you read about? What made it interesting? How is what you read about similar or different from what you already knew? What background knowledge or experiences does what you read about remind you? Think-sheet YES ACCOMMODATIONS NO Read the content-area passage with students & provide “We do it” instruction as the think-sheet is co-constructed with the class YES How will the think-sheet be used during the reading activity? Guided note taking Blanks for key words Collaborative (Y’all do it) Activity Numbered Heads Jigsaw Collaborative Construction Pair-share Rotating Graphics Pair-square Independent (You do it) Activity NO

Is this the first time students will have worked with this think-sheet? Brainstorm Guide Anticipation Guide KTW KWL Features Analysis Induction Matrix PASS pre-reading LINK 1st TRIP text perusal Sticky-note web OTHER Knowledge Activation Does the reading level of the text passage match students’ reading ability? Makes Sense Guided Content Reading Lesson Plan © 2003 Edwin Ellis Summarize gist & details Identify similarities & differences Identify cause/effect relationships Pose questions & search for answers Form predictions & check for accuracy Form inferences about topic Reading Comprehension INSTRUCTIONAL OBJECTIVE STUDENTS’ READING ABILITY: Approximate Reading Instructional Level TEXT PASSAGE Source Pages Students or Group Content-learning INSTRUCTIONAL OBJECTIVE What is the most important idea students should understand as a result of reading this passage? In what ways is this think-sheet useful? Not useful? What are some different places or situations where this think-sheet might be used? What is the most important part of the think-sheet? Least important? Why? What part of the think-sheet are you best at doing? What’s the hardest part of the think-sheet? What makes it hard? How is this think-sheet similar or different from other ones you’ve used? Reading Reflective Review Questions Date(s) of lesson Content Reflective Review Questions What was the most interesting thing you read about? What made it interesting? How is what you read about similar or different from what you already knew? What background knowledge or experiences does what you read about remind you? Think-sheet YES ACCOMMODATIONS NO Read the content-area passage with students & provide “We do it” instruction as the think-sheet is co-constructed with the class YES How will the think-sheet be used during the reading activity? Guided note taking Blanks for key words Collaborative (Y’all do it) Activity Numbered Heads Jigsaw Collaborative Construction Pair-share Rotating Graphics Pair-square Independent (You do it) Activity NO The following example illustrates use of the Content Guided Reading Plan when students’ reading ability matches the difficulty of the reading material -and- students are familiar with the think- sheet

Does the reading level of the text passage match students’ reading ability? Brainstorm Guide Anticipation Guide KTW KWL Features Analysis Induction Matrix PASS pre-reading LINK 1st TRIP text perusal Sticky-note web OTHER Knowledge Activation Makes Sense Guided Content Reading Lesson Plan © 2003 Edwin Ellis Summarize gist & details Identify similarities & differences Identify cause/effect relationships Pose questions & search for answers Form predictions & check for accuracy Form inferences about topic Reading Comprehension INSTRUCTIONAL OBJECTIVE STUDENTS’ READING ABILITY: Approximate Reading Instructional Level 6 th grade TEXT PASSAGE Source Pages Text Students or Group 3 rd period Social Studies Content-learning INSTRUCTIONAL OBJECTIVE What is the most important idea students should understand as a result of reading this passage? In what ways is this think-sheet useful? Not useful? What are some different places or situations where this think-sheet might be used? What is the most important part of the think-sheet? Least important? Why? What part of the think-sheet are you best at doing? What’s the hardest part of the think-sheet? What makes it hard? How is this think-sheet similar or different from other ones you’ve used? Reading Reflective Review Questions Date(s) of lesson Content Reflective Review Questions What was the most interesting thing you read about? What made it interesting? How is what you read about similar or different from what you already knew? What background knowledge or experiences does what you read about remind you? YES Think-sheet ACCOMMODATIONS NO Read the content-area passage with students & provide “We do it” instruction as the think-sheet is co-constructed with the class How will the think-sheet be used during the reading activity? Guided note taking Blanks for key words Collaborative (Y’all do it) Activity Numbered Heads Jigsaw Collaborative Construction Pair-share Rotating Graphics Pair-square Independent (You do it) Activity Is this the first time students will have worked with this think-sheet? YESNO If/Then CE frame X X Understand the purpose and risks associated with the Underground Railroad X X X X X Nov 11

Is this the first time students will have worked with this think-sheet? Brainstorm Guide Anticipation Guide KTW KWL Features Analysis Induction Matrix PASS pre-reading LINK 1st TRIP text perusal Sticky-note web OTHER Knowledge Activation Does the reading level of the text passage match students’ reading ability? Makes Sense Guided Content Reading Lesson Plan © 2003 Edwin Ellis Summarize gist & details Identify similarities & differences Identify cause/effect relationships Pose questions & search for answers Form predictions & check for accuracy Form inferences about topic Reading Comprehension INSTRUCTIONAL OBJECTIVE STUDENTS’ READING ABILITY: Approximate Reading Instructional Level TEXT PASSAGE Source Pages Students or Group Content-learning INSTRUCTIONAL OBJECTIVE What is the most important idea students should understand as a result of reading this passage? In what ways is this think-sheet useful? Not useful? What are some different places or situations where this think-sheet might be used? What is the most important part of the think-sheet? Least important? Why? What part of the think-sheet are you best at doing? What’s the hardest part of the think-sheet? What makes it hard? How is this think-sheet similar or different from other ones you’ve used? Reading Reflective Review Questions Date(s) of lesson Content Reflective Review Questions What was the most interesting thing you read about? What made it interesting? How is what you read about similar or different from what you already knew? What background knowledge or experiences does what you read about remind you? Think-sheet YES ACCOMMODATIONS NO Read the content-area passage with students & provide “We do it” instruction as the think-sheet is co-constructed with the class YES How will the think-sheet be used during the reading activity? Guided note taking Blanks for key words Collaborative (Y’all do it) Activity Numbered Heads Jigsaw Collaborative Construction Pair-share Rotating Graphics Pair-square Independent (You do it) Activity NO This example illustrates use of the Content Guided Reading Plan when students’ reading ability is below the difficulty of the reading material -and- students are not familiar with the think-sheet

Does the reading level of the text passage match students’ reading ability? Brainstorm Guide Anticipation Guide KTW KWL Features Analysis Induction Matrix PASS pre-reading LINK 1st TRIP text perusal Sticky-note web OTHER Knowledge Activation Makes Sense Guided Content Reading Lesson Plan © 2003 Edwin Ellis Summarize gist & details Identify similarities & differences Identify cause/effect relationships Pose questions & search for answers Form predictions & check for accuracy Form inferences about topic Reading Comprehension INSTRUCTIONAL OBJECTIVE STUDENTS’ READING ABILITY: Approximate Reading Instructional Level 8 th grade TEXT PASSAGE Source Pages Text Students or Group 4th period Science Content-learning INSTRUCTIONAL OBJECTIVE What is the most important idea students should understand as a result of reading this passage? In what ways is this think-sheet useful? Not useful? What are some different places or situations where this think-sheet might be used? What is the most important part of the think-sheet? Least important? Why? What part of the think-sheet are you best at doing? What’s the hardest part of the think-sheet? What makes it hard? How is this think-sheet similar or different from other ones you’ve used? Reading Reflective Review Questions Date(s) of lesson Content Reflective Review Questions What was the most interesting thing you read about? What made it interesting? How is what you read about similar or different from what you already knew? What background knowledge or experiences does what you read about remind you? YES Think-sheet ACCOMMODATIONS NO Read the content-area passage with students & provide “We do it” instruction as the think-sheet is co-constructed with the class How will the think-sheet be used during the reading activity? Guided note taking Blanks for key words Collaborative (Y’all do it) Activity Numbered Heads Jigsaw Collaborative Construction Pair-share Rotating Graphics Pair-square Independent (You do it) Activity Is this the first time students will have worked with this think-sheet? YESNO 4 Event SequenceX Explain basic steps to photosynthesis process X X X X Sam (3 rd grade level reader) pair with peer- partner Fred March 3

Is this the first time students will have worked with this think-sheet? Brainstorm Guide Anticipation Guide KTW KWL Features Analysis Induction Matrix PASS pre-reading LINK 1st TRIP text perusal Sticky-note web OTHER Knowledge Activation Does the reading level of the text passage match students’ reading ability? Makes Sense Guided Content Reading Lesson Plan © 2003 Edwin Ellis Summarize gist & details Identify similarities & differences Identify cause/effect relationships Pose questions & search for answers Form predictions & check for accuracy Form inferences about topic Reading Comprehension INSTRUCTIONAL OBJECTIVE STUDENTS’ READING ABILITY: Approximate Reading Instructional Level TEXT PASSAGE Source Pages Students or Group Content-learning INSTRUCTIONAL OBJECTIVE What is the most important idea students should understand as a result of reading this passage? In what ways is this think-sheet useful? Not useful? What are some different places or situations where this think-sheet might be used? What is the most important part of the think-sheet? Least important? Why? What part of the think-sheet are you best at doing? What’s the hardest part of the think-sheet? What makes it hard? How is this think-sheet similar or different from other ones you’ve used? Reading Reflective Review Questions Date(s) of lesson Content Reflective Review Questions What was the most interesting thing you read about? What made it interesting? How is what you read about similar or different from what you already knew? What background knowledge or experiences does what you read about remind you? Think-sheet YES ACCOMMODATIONS NO Read the content-area passage with students & provide “We do it” instruction as the think-sheet is co-constructed with the class YES How will the think-sheet be used during the reading activity? Guided note taking Blanks for key words Collaborative (Y’all do it) Activity Numbered Heads Jigsaw Collaborative Construction Pair-share Rotating Graphics Pair-square Independent (You do it) Activity NO