Lesson Plan: Identifying Reading Strategies

Successful students use many different strategies in reading in order to comprehend material and gain information.

This lesson is designed to help teach students the different skills they need for reading various texts. This is geared toward an ESL audience, but can be adapted for mainstream classes as well. I’ve also included the differentstrategies and adaptations for various ESL levels, as well as grouping ideas in order to make the lesson more successful.

I.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Grade/age level: 9th grade/intermediate/English

II.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Subject: reading

III.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Content Objectives:

a.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Students will be able to identify the difference between different forms of reading e.g. skimming, scanning, extensive, and intensive.

b.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Students will be able to identify situations in which different types of reading should be used and how they are used in both English and their native language.

IV.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Language Objectives

a.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Students will identify different situations where reading is needed and categories of written materials. i.e. magazines, novels, train schedules, newspapers, signs, advertising, etc.

b.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Students will describe how they read these materials in their own language and brainstorm what skills they use in groups

c.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Students will decide which reading skills they use in which situations and place correct situations on chart under correct reading style

d.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Students will present reasons for choices in front of the class.

V.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Instructional Features

a.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Activities and procedures:

�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ i.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Teacher opens discussion and asks students what reading they do in their own language.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½

�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ ii.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Teacher gives real examples of written materials i.e. magazines, novels, recipes, signs, newspapers, advertisements, medicine labels, textbooks, tv schedule. Each item has a label of what it is. In heterogenius groups of three, students brainstorm how they read each type of writing on table. Teacher models first by holding up a class schedule and showing how she scans for the information she wants.

1.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Teacher walks around assisting students asking questions like: how much time do you spend reading a newspaper? What kind of assumptions do you make when you read the first few lines? Do you read every word in a tv schedule? Etc. to guide students to realizing that they read materials differently.

�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ iii.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Teacher asks different groups how they read different texts. Makes sure that students understand that there are different ways to read materials.

�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ iv.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Teacher explains four different types of reading doing an action for each one and modeling the type of reading. These words and definitions are also added to running word wall in classroom:

1.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ skimming: reading rapidly for the main points

2.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ scanning: reading rapidly through a text to find specific information

3.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ extensive: reading longer texts, often for pleasure and for an overall understanding

4.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ intensive: reading shorter texts for detailed information with an emphasis on precise understanding

�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ v.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Teacher puts a large table on the board with the four types of reading. Students are in same heterogeneous groups with jobs of writer, reader, and presenter (each group having mixed ability, but those who can fulfill each job) and this time they are given strips of paper with situations where reading occurs that also have a picture accompaniment and three copies of reading style worksheet. Students are to use sentence strips and organize them in the different categories of when they would use the type of reading. Students must also write the sentence or draw a picture under the correct word on the table according to language ability. Teacher walks around and verfies understanding and helping where needed

�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ vi.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Students place their sentence strips on the board in the categories and say why they chose that category.

�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ vii.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Teacher finishes up discussion and advises students to finishe worksheet on their own. Second half has different situations and students write them in an empty table with the four ways to read. Each sentence is accompanied by a picture.

�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ viii.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Students turn in the worksheet.

�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ ix.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Teacher asks different students to define words randomly to verify understanding as closing

b.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Adaptations for ELL students:

�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ i.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ 1st and 2nd stages: Some materials are in native language, pictures are included for each scenario. Students are also able to answer in picture form with one word answers.

�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ ii.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ 3rd: Some materials are in native language. Students can answer in short answers and pictures according to ability.

�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ iii.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ 4th and 5th: Students answer in complete sentences according to ability.

c.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Instructional Stategies:

�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ i.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Metacognitive:

1.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Advance Organization: I teach them how to do this in this lesson as they identify and learn about skimming�¯�¿�½ a text.

2.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Selective Attention: I teach them how to do this by teaching scanning and intensive reading.

�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ ii.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Cognitive Strategies:

1.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Grouping: Students classify the different methods of reading and which situations they read them in in order to trigger background knowledge and make input comprehensible.

2.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Foundation of Prior Knowledge: The students relate the reading skills needed to things they do in their own lives. This helps them draw on previous experience to learn new concepts.

�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ iii.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Social/Affective Strategies:

1.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Cooperation: Students work together in order to help understanding and pool information.

�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ iv.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Other strategies:

1.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Realia: materials students are to identify and think about are real and some are in home language to assist understanding. This is a great way to help access background and make sure input is comprehensible.

2.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Word wall: Words are displayed in classroom to remind students of what they learned and to help in future lessons. This is important as repetition helps students cement concepts in their memories.

3.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Modeling: Teacher models each task to make it more comprehensible for all students. Native speakers, as well as second language speakers all benefit from an example of what the teacher wants them to use.

4.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Pictures along with words: This helps students of all abilities understand the information and be able to participate in activity.

d.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ Grouping:

�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ i.�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½�¯�¿�½ The group work is heterogeneous. In this type of activity each student can help the others understand. Also, students with different abilities demonstrate and help the others by being assigned specific jobs.

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