Show What You Know: Demonstrating Reading Engagement
1 Hook/Attention Getter
I will show a brief video of me in a book character costume giving a quick recap of reading skills that the students have been working on during the past few months. The video will also show different books that we have read. I will explain that while we've learned these reading skills “in isolation from one another” using different texts. During the next week and a half, we will pull it all together using one story, a picture book of the choice including: Ferdinand, The Three Questions, Little OH, Old Turtle, and StellaLuna.
2 Direct Instruction and Independent Practice
- Using a prepared Popplet, in the form of a Sequence Thinking Map, I will show students the steps that they will follow to complete assignments demonstrating that they know how to fully engage with a text. The Popplet will include the following steps:
- First they will choose a book to read on their own.
- Using the Padlet app they will identify the story elements of character main and secondary characters, setting, plot, point of view and theme
- Using Seesaw they will use the camera and capture a passage in the story and identify its text structure.
- Using either the video or note on seesaw students well explain how the main character has changed in the story.
This Popplet will be available to students to refer to as needed.
3 Guided and Independent Practice
- Read their book and discuss within their story group after the initial Hook and Popplet.
Demonstrate to students how to use the Popplet app. As a Sequencing Thinking Map
- Encourage them to skim their books.
- Give them the opportunity to create their summary in Popplet.
- Review the story elements of character, setting, plot, point of view and theme. Highlight that the plot will hav eto include problem, rising action/events, climax, solution/resolution.
- Demonstrate to students and how to use the Padlet app.Direct them to make sure that they choose the correct Padlet gallery that corresponds with their book. Again courage them to go back to their book as needed to work on identifying story elements.
- Have students begin work on story elements.
- Give time to students to complete work on story elements on Padlet.
- Demonstrate to students how to use see Seesaw app particularly the camera.
- Have them take a snapshot of a passage within their story and identify its text structure.
- Demonstrate students how to use see Seesaw app particularly the video and note features.
- Allow students to choose which app they wish to choose so that they can explain how their character has changed in the story. They must cite evidence from the text.
4 Celebration and Feedback
- Ask students following questions:
- What does the word engagement mean?
- What does the term reading engagement mean?
- Have you ever heard of getting lost in a book?
Lets celebrate how engaged you have been with a book.
- I will have students voluntary share their work with the class and discuss and recap what they were able to do with a single story.
Convey following message to students:
You have demonstrated what good readers do when they read literature. In this case you have proven to yourself and to me that you know what it means to be engaged in your reading. You have been able it to do it with a picture book and I know you are and have been using these skills as you read more complex text
Key Standards Supported
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
(Not applicable to literature)
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.