LP+Benchmarks

Rebecca Perez
 * Christine Robinson

LP Deconstruction

Scenario and Collaborative Planning Form || · **Reading Comprehension Strategy** Determining Main Ideas · **Reading Development Level** Advanced · **Instructional Strategies** Determining Main Idea of an expository text - The research-based instructional strategies are on page #13 in CS4TRC. Your lesson/graphic organizers indicate you are using notemaking and summarizing. · **Lesson Length** 50-60 min. · **Purpose** The purpose of this lesson is for students to determine the main idea and details of an expository text and complete a graphic organizer using webspiration to demonstrate their understanding. The students will compose a paragraph reinforcing their understanding of main idea and details. Excellent! Brava for the appropriate and effective integration of Web 2.0. · **Objectives ﻿ ** The students will synthesize information from their reading and arrange the information in a graphic organizer. The students will reflect on the main idea and details of the text and compose a paragraph.
 * **Planning**

· **Resources, Materials, and Equipment** **Children’s Literature:** OCEANS by Seymour Simon (for teacher modeling) GRAVITY IS A MYSTERY by Franklyn M. Branley (for student use)

If //Gravity is a Mystery// is from the series I am thinking of, you could enrich the resources for this lesson significantly with other titles from the series. How will you get enough copies of //Gravity// for students to do this work? There is also a great deal of multimedia on science topics. School librarians must be leaders in providing rich resources that go beyond what a classroom teacher might gather on her own.

**Websites: ﻿ ** mywebspiration.com **Graphic Organizers:** Main Ideas/Details graphic organizer example:﻿ [] Brava for using Webspiration for your graphic organizer. To make it align with your RCS, change the center to the topic, each "Detail" to a "Main Idea" and then the additional textboxes will work as supporting details.

**Materials:** rubric for student and teacher assessment Rubric example: [] There is nothing on your assessment related to determining the main ideas or notemaking. When you use a published rubric, you want to adapt it for the learning objectives for your lesson.

**Equipment:** interactive white board, Computer lab reservation · **Collaboration** · ** Assessment ** Graphic Organizer and self-assesment rubric for paragraph * **Standards** **Reading and/or writing** TEKS (4.11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize the main idea and supporting details in text in ways that maintain meaning;  4.18A(i) create brief compositions that: establish a central idea in a topic sentence __ AASL Standards: __ Standard 1: Inquire, think critically, and gain knowledge.1.1 Skills.1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.2.1 Skills.2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills.3.1.5 Connect learning to community issues. Organize knowledge so it is useful. (2.1.2) One has to be able to determine main ideas in order to organize information. (Agreed)


 * Listening and speaking **

**Other content areas** Science

Science standards must be cited as well. Since you did not indicate specific standards, I assume there are a number of topics for which you could provide resources for this lesson.

**Information literacy** **Educational technology** webspiration-online tool to create graphic organizer Educational technology standards must be cited as well.

Learning Goal: The students will learn about determining main idea and details after reading an expository text. "Learn about" is not measurable. What other verb could you use?

** Implementation **  · **Process**
 * Motivation** The read aloud of Seymour Simon with a visual and audio clip of the ocean.

These resources should be named and included in your list above! What will each of the educators be contributing in the motivation section of your lesson?

**Student-friendly Objectives** The student will read a non-fiction text and complete a graphic organizer. The student will compose a paragraph that includes a topic sentence and details.

Student-friendly: 1. Read and makes notes on the graphic organizer. 2. Compose a summary paragraph with main ideas, a topic sentence, and supporting details.

See the example at: http://www.ala.org/ala/aboutala/offices/publishing/editions/webextras/moreillon09294/Moreillon_supplement7G.pdf

** Presentation ** The teacher will present a lesson on determining main idea and details. Then the librarian and teacher will model partner reading of an expository text and discussing what each section is about for comprehension checks. The students will partner read the selected expository text, changing readers at each new heading/page as appropriate. The teacher will model selecting and completing the graphic organizer on mywebspiration.com on the interactive whiteboard for her selection.

Why is the teacher the only one modeling using Webspiration? This is not the best use of two educators team teaching.

** Guided Practice - ** Brava for maximizing the benefits of two educators in the guided practice section of your lesson.

The students will complete their graphic organizers in the computer lab on webspiration as the teacher and librarian monitor. The teacher will model writing a paragraph using a main idea/supporting details graphic organizer.

This is another lesson: The students will complete their own graphic organizer and write paragraphs. The librarian will monitor paragraphs while the teacher pulls students back for reteach as needed.

**Student Participation Procedures** Students will evaluate their paragraphs with a rubric. The teacher will model this. The teacher and librarian will assess paragraphs with the rubric.

C**losure/Reflection** ﻿ Students will self-assess their writing using a rubric.

Reflection is different from "Closure." Please see the lesson plan you deconstructed and all of the sample lessons in CS4TRC. **Extensions**** (Moreillon 15) ** A Wordle will be created to illustrate the content of the paragraph writing and complement the main idea and details graphic organizer.

Yes! And the educators can model using different font sizes to distinguish main ideas from supporting details.

 Moreillon, J. //Collaborative strategies for teaching reading comprehension: Maximizing your impact//. Chicago: ALA Editions, 2007. ||