Focus: What can we do when something we read is hard to understand?
Objective: Students will monitor their reading comprehension and make adjustments to improve understanding.
1. Writers Notebook #18.
2. In small groups, we discussed how we know when we're physically lost and what we can do to get "unlost."
3. As a class, we discussed how it is important to monitor ourselves when reading. When we feel lost, we can start with what we do understand, re-read carefully, and use every available clue to better understand the hard parts.
4. As a class, we read and annotated the opening passage of Fahrenheit 451. First, we practiced monitoring our understanding and marked the easy and hard parts. Second, we re-read the passage together, using the parts we understood to help us figure out the more difficult parts.
5. Independent reading and reading log (today's strategy = monitor).
6. We checked off our book choices for our Book Projects.
Homework: No homework.
Objective: Students will monitor their reading comprehension and make adjustments to improve understanding.
1. Writers Notebook #18.
2. In small groups, we discussed how we know when we're physically lost and what we can do to get "unlost."
3. As a class, we discussed how it is important to monitor ourselves when reading. When we feel lost, we can start with what we do understand, re-read carefully, and use every available clue to better understand the hard parts.
4. As a class, we read and annotated the opening passage of Fahrenheit 451. First, we practiced monitoring our understanding and marked the easy and hard parts. Second, we re-read the passage together, using the parts we understood to help us figure out the more difficult parts.
5. Independent reading and reading log (today's strategy = monitor).
6. We checked off our book choices for our Book Projects.
Homework: No homework.