Chapter 3: Study Skills Lesson 2: Reading for Meaning
CORE LET 1Unit 3: Foundations for Success
Chapter 3: Study Skills
Lesson 2: Reading for Meaning
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2
Administrator Lesson Guide:
Lesson Competency: Select reading comprehension strategies to enhance your learning
Linked ELA Common Core: W.9-10. WRITING - W.9-10.1.e., W.9-10.2.f., W.9-10.3.b., W.9-10.3.e., W.9-10.4., SL.9-10. SPEAKING & LISTENING - SL.9-10.1., SL.9-10.1.a., L.9-10. LANGUAGE - L.9-10.2., L.9-10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d.
Linked JROTC Program Outcomes: Graduate prepared to excel in post-secondary options and career pathways.
Thinking Processes
Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)
Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)
Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)
Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)
Part-Whole - Brace Map* (Alt. = Pie Chart)
Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)
Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)
Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)
* Thinking Mapâ / Core Abilities
Build your capacity for life-long learning
Communicate using verbal, non-verbal, visual, and written techniques
Take responsibility for your actions and choices
Do your share as a good citizen in your school, community, country, and the world
Treat self and others with respect
Apply critical thinking techniques
Multiple Intelligences
Bodily/Kinesthetic
Visual/Spatial
Logical/Mathematical
Verbal/Linguistic
Musical/Rhythmical
Naturalist
Interpersonal
Intrapersonal / Bloom’s Taxonomy
Remember
Understand
Apply
Analyze
Evaluate
Create
Structured ReflectionMetacognition
What?
So What?
Now What?
Socratic Dialog
E-I-A-G / Authentic Assessment
Observation Checklist
Portfolio
Rubric
Test and Quizzes
Thinking Map®
Graphic Organizer
Notebook Entries
Logs
Performance
Project / Learning Objectives
Identify the purposes of reading
Distinguish among reading comprehension strategies
Distinguish among the types of context clues readers use to determine word meaning
Recognize how to apply vocabulary strategies to enhance vocabulary context
Relate vocabulary in context strategies to reading comprehension
Define key words: analogy, antonym, appositive, comprehension, concept, context, hypothesis, inventory, mood, prediction, properties, purpose, strategy, and synonym
Legend:
£ Indicates item is not used in lesson
S Indicates item is used in lesson
Lesson Preview:
Energizer: Read Exercise #1: Energizer or prepare to play Audio #1: Energizer. Cadets look for clues indicating meaning in reading using Exercise #2: Can You Figure Out The Meaning.
Inquire: Display learning objectives and guide Cadets to the learning objectives in their Student Learning Plan. Distribute Exercise #4: Thirteen Questions. Cadets chart and discuss various reading styles and habits.
Gather: In teams, read student text and illustrate qualities of reading comprehension and vocabulary building strategies. Teams present the strategy they studied to class.
Process: Create Double T-Chart. Copy and distribute Exercises #5 through #7 and #9 through #11. Cadets complete Exercise #15: Major Principles of the Constitution.
Apply: Make copies of Exercises #5 through #14. Cadets complete Exercise #8: Reading Comprehension Strategies. Distribute the Reading for Meaning Performance Assessment Task. Review key words.
CORE LET 1
Unit 3: Foundations for Success
Chapter 3: Study Skills
Lesson 2: Reading for Meaning
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2
Instructor Lesson Plan:
Why is this lesson important?
Reading forms the basis of your study skills. An active learner finds information on his or her own through reading. It’s a necessary study skill, but often difficult for many people. Using strategies to help identify word meanings and context meaning of a passage can help improve reading comprehension. In this learning plan, you will examine a variety of reading strategies and vocabulary building strategies designed to help raise your reading comprehension level.
Lesson Question
What can JROTC Cadets learn to do to improve their reading comprehension and become more effective readers?
What will Cadets accomplish in this lesson?
Lesson Competency
Select reading comprehension strategies to enhance learning
What will Cadets learn in this lesson?
Learning Objectives
a. Identify the purposes of reading
b. Distinguish among reading comprehension strategies
c. Distinguish among the types of context clues readers use to determine word meaning
d. Recognize how to apply vocabulary strategies to enhance vocabulary context
e. Relate vocabulary in context strategies to reading comprehension
f. Define key words: analogy, antonym, appositive, comprehension, concept, context, hypothesis, inventory, mood, prediction, properties, purpose, strategy, synonym
When will your Cadets have successfully met this lesson’s purpose?
Performance Standards
· by applying vocabulary building and reading comprehension strategies to assigned readings
· when they define the purpose of a selected reading
· when they define the hypothesis of a selected reading
· when they make predictions from a selected reading
· when they use one of the four reading comprehension strategies to help improve their own reading comprehension
· when they use one of the six vocabulary comprehension strategies to enhance their vocabulary skills and help improve their own reading comprehension
· when they summarize in writing the strategies they selected and how they did or did not help their reading comprehension
NOTES:
Part 1: 45 minutes
Energizer:
Lesson Delivery Setup:
1. This is an optional motivational activity and should be used at your discretion, or as time permits.
2. Print Exercise #1: Energizer to read to students or prepare to play Audio #1: Energizer using either the LET CM or the CD/Audio tape.
3. Copy and distribute Exercise #2: Can You Figure Out The Meaning.
Student Learning Activity / Teaching Notes
Direct Cadet Focus: Ask Cadets to think about whether they always understand everything they hear.
Tell Cadets:
· Listen to the story carefully and write down clues that direct you to the story’s meaning.
· Write down words that you don’t know.
· Use Exercise #2 while you listen to the story
Read aloud Exercise #1: Energizer or play Audio #1: Energizer.
Have Cadets listen to the passage carefully.
Ask Cadets to consider what the passage is about using Exercise #2: Can You Figure out the Meaning.
NOTE: Answers to the questions can be found in the Answer Key for Exercise #2: Can You Figure out the Meaning.
Ask Cadets to write down words they heard but didn’t know the meaning of.
Lead the discussion about the story and post their clues and unfamiliar words on chart paper at the front of the classroom.
Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population.
· What thinking processes did you go through to reach your conclusion on what this passage was about?
Total Time: 10 minutes (optional)
Phase 1 -- Inquire:
Lesson Delivery Setup:
1. Make sure Curriculum Manager is installed and the clicker receiver is plugged in. Distribute clickers to Cadets.
2. Ensure that Cadets have access to the Student Learning Plan.
3. Prepare to show all Inquire Phase slides from the Lesson PowerPoint Presentation and start with the Focusing Question.
4. Prepare to display the Learning Objectives.
5. Ensure Cadets have their Cadet Notebooks for use throughout this lesson.
6. Prepare to distribute Exercise #4: Thirteen Questions.
7. Display several blank sheets of paper around the room with a sample of a Bubble Map.
8. Prepare to divide into teams of 3-6 Cadets and assign each of them a portion of Exercise #4: Thirteen Questions to map out on the chart paper.
Student Learning Activity / Teaching Notes
Direct Cadet Focus: Ask Cadets to think about their own reading strategies and habits. The Inquire Phase of the lesson is to set Cadets up to begin thinking about what they already know about this subject area.
1. THINK ABOUT what you know about your own reading style and habits. PREPARE for this lesson by discussing What you will accomplish in this lesson; What you will learn in this lesson; Why this lesson is important, and When you will have successfully met this lesson’s purpose. / Display the Focusing Question on the PowerPoint Presentation. Allow time for discussion.
Review the Student Learning Plan. Ask Cadets to find the answers to the following questions on their plans: What will you accomplish in this lesson; What you will learn in this lesson; Why the lesson is important; When will you have successfully met the lesson’s purpose.
Show the learning objectives slide. Remind Cadets that learning objectives tell them ‘what’ they will learn about in this 90-minute lesson.
Explain that key words are vocabulary words. They will appear throughout the lesson. Suggest that Cadets write down on paper or circle any words that they are not familiar with. Remind them that you may be checking their comprehension of the words later in the lesson.
2. COMPLETE the Exercise #4: Thirteen Questions. DISCUSS your responses and RECORD responses with others in your team in a Tree Map. REPORT your findings to the class. / Tell Cadets that this activity does not have right or wrong answers. Its purpose is to see what you already know about reading and the habits and strategies for reading you use or don’t use.
Guide Cadets to individually complete Exercise #4: Thirteen Questions.
Divide Cadets into teams. Assign each team a portion of Exercise #4: Thirteen Questions.
Have Cadets record their team’s responses to their assigned columns and report back to the class their findings in a Tree Map.
3. CREATE a Bubble Map in your team to show some of the strategies. COMPARE the Bubble Maps to the “Hints for Difficult Reading” in the student text: Reading for Meaning. / Guide teams to read the “Hints for Difficult Reading” piece in the student text.
Guide teams to compare what makes reading difficult to their own posted strategies in a Bubble Map.
4. REFLECT on the reading difficulties and strategies to overcome them. ANSWER the reflection question presented by your instructor. / Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population.
· Look at the responses to questions in the last grouped list (Questions #10, 11, and 12). What do you think we might do to help each other overcome some of the difficulties we experience when we read?
Conclude this phase of learning by summarizing the purpose of the activity and informing them that they will now learn some new information about reading strategies.
Total Time: 15 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Inquire Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.
Phase 2 -- Gather:
Lesson Delivery Setup:
1. Prepare to show all Gather Phase slides from the Lesson PowerPoint Presentation.
2. Provide access to a student text: Unit 3: Foundations for Success in Life, Career, Health, and Wellness (hardbound) or LET 1 (softbound); the e-text version found in the U3C3L2 resource folder on the Curriculum Manager.
3. Provide chart paper and markers for partner or team use.
4. Keep Cadets in their teams from the Inquire Phase.
5. Cadets need to bring a textbook from another class – preferably social studies or science.
6. Provide additional textbooks and dictionaries for Cadets to use.
7. Be prepared to launch Reinforcing Questions.
Student Learning Activity / Teaching Notes
Direct Cadet Focus: Ask Cadets to think about whether it is possible to become a better reader.
The Gather Phase introduces Cadets to the learning objectives by providing new information or content through the activities provided. Cadets begin to build on any previous knowledge or experiences.
1. READ an assigned selection and APPLY one of the “Reading Comprehension Strategies Practice” exercises provided by your instructor. / Assign teams one of the four reading comprehension strategies to read about in the text.
Guide teams to their appropriate lesson of text and have them prepare a demonstration on one of the four reading comprehension strategies: Think-Alouds, Thinking Activity (DR-TA), Question-Answer Relationships (QARs), and Generalized Interactions between Schemata and Text (GIST).
Have teams demonstrate reading comprehension strategies using a reading selection from either a science or social studies textbook as part of their demonstration of the strategy.
2. COMPARE your strategy with another team in a Venn Diagram. / Use a Venn Diagram to compare and contrast two of the presented strategies. Do this twice – one map for each pair of strategies.
3. BRAINSTORM any vocabulary building strategies you are aware of or that have worked for you in the past. READ a section of the text about six vocabulary strategies. CREATE a Flow Map for an assigned strategy. PRESENT your map to the class. / Have Cadets brainstorm the types of vocabulary building tactics they use already.
Guide Cadets to read the lesson in the student text.
Within teams, assign Cadets to create a Flow Map of one of the six vocabulary strategies and share their findings with others in the class.
Display Reinforcing Question(s).
4. REFLECT on these strategies. ANSWER the reflection questions presented by your instructor. / Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population.
· Which one of the four reading comprehension strategies and six vocabulary building strategies do you think you might find useful? Why?
Conclude this phase of learning by summarizing the purpose of the activity(ies) and informing them that they will now ‘do’ something with the new information or skill they were introduced to.
NOTE: Save the Venn Diagrams and Flow Charts for the Process phase.
Total Time: 20 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Gather Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.
Part 2: 45 minutes
Phase 3 -- Process:
Lesson Delivery Setup:
1. Prepare to show all Process Phase slides from the Lesson PowerPoint Presentation.
2. Copy and distribute the following Exercises: Exercise #5: DR-TA A Reading Comprehension Strategy, Exercise #6: GIST A Reading Comprehension Strategy, Exercise #7: Think-Alouds A Reading Comprehension Strategy, Exercise #9: Using Context Clue, Exercise #10: Dictionary as a Strategic Resource, Exercise #11: Visual Imaging, Exercise #12: Word Structure, Exercise #13: Personal Word Lists, Exercise #14: Word Mapping, and Exercise #15: Major Principles of the Constitution.