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Digging Deeper: Developing Comprehension Using Thank You, Mr. Falker
|Grades||K – 4|
|Lesson Plan Type||Standard Lesson|
|Estimated Time||Three 20- to 30-minute sessions|
MATERIALS AND TECHNOLOGY
- Thank You, Mr. Falker by Patricia Polacco
- Chart paper and colored markers
- Student response journals (optional)
- Sticky notes
- Reading Comprehension Strategies
- About Interactive Writing
- “Comprehension Instruction: What Makes Sense Now, What Might Make Sense Soon” (Reading Online, 2000)
|1.||Read the book Thank You, Mr. Falker by Patricia Polacco. This story is the semiautobiographical account of a young girl's struggle to learn to read. For more background about the author and the book, you may wish to refer to the author's description of the book on PatriciaPolacco.com.
Before the lesson, you should practice reading the book aloud with fluency and expression. You will also want to decide whether you are going to show the illustrations to students as you read. It is sometimes better not to do this, especially if you are going to ask students to make predictions.
|2.||You will be using a combination of comprehension strategies and interactive writing activities in this lesson. To obtain more information about comprehension strategies, visit Comprehension Instruction: What Makes Sense Now, What Might Make Sense Soon or Reading Comprehension Strategies. For information about interactive writing, visit About Interactive Writing.
|3.||For Session 1, think about three or four appropriate spots in the text where you can stop reading and reinforce connections between your students and Trisha, the main character, using specific questions.
Places you might stop and questions you might ask include the following:
Note: The pages in Thank You, Mr. Falker are not numbered. For the purposes of this lesson, the first few words from each page are used to indicate which page of the book is referred to.
|4.||Session 2 helps students understand how events in Thank You, Mr. Falker contribute to a character change in Trisha. Copy the Character Change Continuum onto chart paper or the board.
|5.||For Session 2, determine where you are going to stop reading and question students to gather information for the Character Change Continuum. Suggested stopping places and questions include:
|6.||Make enough copies of the Observational Assessment Checklist to take notes on each student during each session of the lesson.