Looking for Clues

Reading Strategy

Purpose:

The purpose of this minilesson is to teach students how to extract information from an informational text. This lesson gives students strategies to use during reading so they are able to look for important information as they go along. Many students do not know how to read this way. This lesson teaches them to think about comprehension as they go.

State Objectives

1.03 Interact appropriately in group settings by:

Listening attentively.

Showing empathy.

Contributing relevant comments connecting personal experiences to content.

Monitoring own understanding of the discussion and seeking clarification as needed.

2.01 Explore informational materials that are read, heard, and / or viewed by:

reviewing characteristics of informational works.

Determining the importance of information.

Monitoring comprehension

5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive reading program by:

using effective reading strategies to match type of text.

National Standard 3

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience

Materials

Handout

Transparency with questions

pencil and paper for kids

Time Required: 25 minutes

Five minutes to find out previous knowledge. Five minutes to read first page of the handout. Two minutes to answer first question. Five minutes discussing. Five minutes to read the second page. Two minutes for last question.

Procedure

“Today we are looking at text about Medieval life. What do you guys already know about Medieval life?” (Make a list on the board as they talk.) “Good. Now read the handout.” Let students read first page for about five minutes. Most should be able to finish. Turn the overhead on, show students just one question at a time. Ask students the first question. Give them about two minutes to write down the answer. Some of the students will not be able to do this. “Who found the answer to question one?” (Pick a student.) “How did you find the answer?” (Student answers) “Good. One thing we can do when we are trying to find, the answer to the question is to look for clues in the question. For example the clue we can look at in the question is the subject of the question. Who can tell me the subject of this question?” “Good, there are two, the vassal and the lord. Since we know what the subject is where should we go in the handout to find this information.” “Right, the logical place to go first is to the section titled “A Vassal’s Obligations” or “A Lord’s Obligations”. Why is this the logical place to go?” (Because that is the subject of the question and it is a bold section of the text.) Great, so we don’t even need to look at the section on Manners do we?”

“Can any of you think of something that would make it easier to answer the questions after reading the handout?” (Answer: Read the questions first, look at all the bold type, look for things in the question that corresponds with sections of the text, italics, pictures, notes on the side ) Make a list of strategies on the board for the students to copy later. Good, You can always read the questions first then go back and read. This way you know what information you are looking for. So I am going to let you read the second question first and then read the text and answer the question.” “Was that easier than the first question?” (Response should be yes.)

All right, I’m going to give you a really hard question now and using the reading strategies we’ve learned I want you to answer it.”