CARS Lesson Plan Template1

CARS Lesson Plan

Chapter #: Chapter Title: Pages:

Unit Beginning Date: Ending Date:

Teacher: Grade/Class

Before YOU TEACH

TEACHER QUESTIONS

  1. Establish Purpose: why are the kids doing this chapter/lesson/video?
  2. What level of comprehension do students need to have when they finish reading? (See the attached Bloom’s Taxonomy – p. 5.)

Level of understanding:

  1. What do students need to do with the information while they read or after they read?

While:

After:

  1. How will you structure the lesson for your students to maximize success?

MODEL ACTIVITY:

SCAFFOLDED INSTRUCTION:

  1. What materials do you need to provide the students so they are successful?
  1. Ask Questions: What vocabulary might be a barrier?
  2. What concept vocabulary do I need to pre-teach:?
  1. Context Vocabulary examples:
  1. Estimate Student Rate (p. 8)
  1. Purpose: Level of Comprehension (p. 5)
  2. Task:2 column notesHUGAnswer Questions Seminar Discussion Quiz/Test Report Project Summary Other:
  3. Text DifficultyEasyModerately DifficultDifficult
  4. Text FamiliarityVery familiarRelated to prior knowledgeBrand new

The average student should be able to read these pages in about minutes.

WHILE YOU INTRODUCE THE CHAPTER/LESSON:

ASK QUESTIONS ABOUT TODAY’S TOPIC

Access Prior Knowledge

What do students already know about this topic? KWL (see attached full-size form)

What do you already know? / What do you think you know? / What do you want to learn?

PRE-TEACH VOCABULARY

Key Concepts

★make flashcards

★create a word wall

★use word jars

Context Vocabulary

★OH sample

★Materials for the black or white board

★Word Diary copies for students to record information

BEGIN THE CHAPTER

Model for the students how to skim over the entire chapter to get the big idea. This is the S step of SQ3R (p. 9).

SQR1R2R3

Survey the entire chapter

  • title
  • graphics
  • introductory ¶s
  • concluding ¶s or summary
  • questions at end of chapter

PREDICT

Make predictions about the content of the chapter: What is the big idea?

How is this information organized?

Cause/EffectCompare/ContrastTopicalChronological

SQR1R2R3

Question: Have students turn each bold-faced heading into a question. The students should then read to find the answer to the question they’ve posed. Model this. If the heading is “Ancient Peoples Come to the Americas” then turn it into some logical questions:

Who came to the Americas?

How did theses people get to the Americas?

Why did people come to the Americas?

Where did the people come from?

SQR1R2R3

Read & Record: have the students record the answer to the questions they formed when they looked at the bold-faced heading. Read to find the answer to your question. (R1) Then students should record the answer (R2). One efficient way to record information is by using RAPT 2-column notes. However, you could have students take their notes in a graphic organizer that matches the content of the chapter.

Whatever you choose to do, you should

★provide a template to the students before they begin, and

★model how to decide what part of the text is important enough to write down.

This is an IMPORTANT TIME TO SCAFFOLD INSTRUCTION to make sure your at-risk students really understand what to do (p. 6).

MODEL “Record the answer to the question”

The example here uses 2-column notes. ) You could also use a graphic organizer, a map, a timeline, etc. Or you could have the students HUG the text if they can write on the materials.)

Topic Main Idea / FIRES (Facts, Incidents, Reasons, Examples/Evidence, Statistics

ASSIGN THE READING

  1. Review Purpose – “Remember that your purpose is to”
  2. Review Rate – “You have to complete the assignment.”
  3. Review what kids have to do WHILE they read. “As you read, you will need to

”

  1. Review what kids will have to do with the information AFTER THEY FINISH READING. “When you finish reading you will be asked to ”

TIME PASSES......

AFTER THE STUDENTS FINISH READING

Activities to extend, reinforce, and clarify the content.

★Participate in a Graded Discussion

★Write a Summary (Précis, Abstract, Synopsis)

★Take a Quiz

★Create a Graphic Organizer

★Complete a Project

  • brochure
  • timeline
  • commercial

★Perform an Internet Search

★Make a Presentation

★Read Opposing Viewpoints

★Watch a video

Be sure to build in regular review (R3) time.

© May be reproduced for non-profit, educational use.

CARS Lesson Plan Template1

KWL Chart: Access Prior Knowledge

What do you already know? / What do you think you know? / What do you want to learn?

© May be reproduced for non-profit, educational use.

CARS Lesson Plan Template1

Bloom’s Taxonomy

Highest Level

Evaluation
Evaluation questions ask that
judgments be made from information
Signal words: assess, rate, justify,
evaluate, judge, decide, criticize,
defend, argue, support
Synthesis
Synthesis questions combine information in a new way. Students often use concepts learned to originate new products.
Signal words: create, design, revise, hypothesize, arrange, assemble, compose, construct, formulate
Analysis
Analysis questions ask for information to be broken down into parts. Students may discover unique characteristics of something by analyzing it.
Signal words: categorize, sort, classify, arrange, compare, distinguish
Application
Application questions ask that the information be used in some manner. Students must relate or apply what has been learned to new situations.
Signal words: generalize, infer, apply, predict, use, show
Comprehension
Comprehension questions determine how well information has been understood. Students translate and interpret information heard or read. Responses are usually in a student’s own words.
Signal words: define in your own words, explain, tell, paraphrase, summarize, identify, illustrate, discuss
Knowledge
Knowledge questions ask for facts about what has been heard or read. Information is recalled in the approximate manner/form it was heard.
Signal words: who, what, when, where, why, how, list, locate, choose, name, repeat, state, describe

Lowest Level

SCAFFOLDED INSTRUCTION

Gradual Release of Responsibility


Three Interactive Elements of Reading:

The Lesson

Research Suggests a New Format

Traditional FormatNew Format


Reading Rates

Find the statement that describes your purpose for reading. Then look at the speed you should use to read most efficiently.

Read
for Pleasure / Read
to Study / Words Per Minute / % of Comprehension
Slow Reading / Enjoy books, plays, poetry, articles, etc. / Learn new content.
Understand difficult material. / 50 – 100
WPM / 90%
RAPT, G.O. HUG, Map
Normal Reading / Read to remember material / Understand material of average difficulty / 200 - 400
WPM / 70 – 80%
Skimming / Refresh your memory of material you have read before / Preview or
Review material.
Read about a topic you are quite familiar with. / 400 - 600
WPM / 60 – 80%
Scanning / Choose an interesting book or article to read.
Locate a specific paragraph you've read before. / Find specific information in an index, glossary, table, etc. / 800 – 1000
WPM / 30% – 50%

SQ3R - Reading Efficiently

S = Survey/Skim

  • Preview the entire assigned reading. (Skimming Rate)
  • Think about the chapter title; access prior knowledge.
  • Carefully read the introduction to the chapter.
  • Read the bold-faced headings.
  • Skim the whole chapter, especially the first sentences of each paragraph, illustrations, graphics, etc.
  • Carefully read the summary at the end of the chapter.

Q – Question

  • Ask a question about each bold-faced heading.

Ex:CAUSES OF THE DEPRESSION

What caused the depression? How many causes are there?

  • Improve comprehension by 50% by focusing on finding the answer.
  • Make predictions about what information the section will contain.

R = Read

  • Read slowly and carefully IF your purpose is complete understanding AND the material is unfamiliar. (Study Rate)
  • Read more quickly IF your purpose is to find the main idea OR you are already familiar with the topic. (Average Rate)
  • Be on the lookout for the answers to the questions you asked.
  • Read critically; in other words, don't accept everything at face value.

R = Recite

  • Answer the questions as you read.
  • Use the SKRAWL (characteristics of good notes).
  • Create RAPT, HUG, Map, or a Graphic Organizer notes.
  • Participate in a discussion.

R = Review

  • Summarize in your own words as soon as you finish reading.
  • Review on a regular basis (next day, next week, next month).
  • Test yourself by studying aloud with a partner.

© May be reproduced for non-profit, educational use.

CARS Lesson Plan Template1

What’s the big idea?

Write a summary of the chapter’s big idea after you survey the chapter:

© May be reproduced for non-profit, educational use.

CARS Lesson Plan Template1

RAPT Notes SheetName:

Subject: DATE: Page:

R = Read the paragraph/Listen to the lecture.

A = Ask questions.

•What's it about? (Topic/Table of Contents)

•What is the author/lecturer saying about the topic? (MI/FIRES)

P =Put it in your own words using SKRAWL2

T = Test yourself

TOPIC/Table of Contents
(What's it about?) / MI/FIRES (Facts, Incidents, Reasons, Examples/Evidence, Statistics)
(What is the author/lecturer saying about the topic?)

Subject: Date: Page:

TOPIC/Table of Contents
(What's it about?) / MI/FIRES (Facts, Incidents, Reasons, Examples/Evidence, Statistics)
(What is the author/lecturer saying about the topic?)

© May be reproduced for non-profit, educational use.