LP+Graphic+Organizer

Sandra Romero's contributions Michele Shaw's contributions


 * Lesson Plan Deconstruction – A. 3.3**
 * Copy and paste this graphic organizer onto your wiki page. Using different colors, each member of the partnership must respond to each bullet. **

A graphic organizer differs from a worksheet in several important ways.


 * **Worksheet** || **Graphic Organizer** ||
 * One correct response for each question or blank || A diversity of responses can be correct ||
 * Formal test-like quality to practice or assess knowledge || Not standardized, more open-ended ||
 * Usually does not include teaching (new information) || Can include new information to capitalize on instructional potential ||

A graphic organizer should be constructed as a tool for learning. This graphic organizer follows the lesson plan template on page 15 in CS4TRC. Read the additional information provided on this graphic organizer and use it to analyze the lesson plan you are deconstructing.

1. Each partner should use a **different color font** to indicate her/his contributions to this collaborative assignment. Do not use black! 2. Where you see a **diamond-shaped** bullet (turned into a ‘v” by wikispaces), you will need to provide a response. 3. “Yes” and “no” (or variations of these such as “none”) are incomplete answers and will earn **zero points**, except as noted on the checklist.
 * Important: **


 * Planning **

· Reading Comprehension Strategy Making Predictions

v Which AASL indicators align with this reading comprehension strategy ? Note both the number and the actual language of the indicator. 1.1.2 Use prior and background knowledge as context for new learning. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.9 Collaborate with others to broaden and deepen understanding. 1.4.3 Monitor gathered information, and assess for gaps or weaknesses. 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.2 Organize information so that it is useful. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future. Some of these standards are not closely aligned with the reading comprehension strategy. (Those that aren't can be indicated below.) · Reading Development Level Emerging Even though the students are in 3rd grade, they are considered emerging readers. Reading assessments have been done to document their reading level. Great!

Note: The levels indicated on the CS4TRC lesson plans correspond roughly as follows: Emerging : Grades K-1 Advancing: Grades 2-3 Advanced: Grades 4-6

However, these are approximations. Depending on the reading proficiency of the students with whom you work, these grades levels should be adjusted up or down. I have used some of the advanced lesson with 8th-grade students. LS 5443 students who are interested in serving at the high school level should choose an advanced lesson for this assignment.

· Instructional Strategies

Review these strategies on page 13 in CS4TRC.

v Which of these research-based instructional strategies have you used in your teaching? Name them. I have used identifying similarities and differences (compare & contrast), cooperative learning, questions, cues, and advance organizers (thinking maps). I have used some nonlinguistic representations, but not very much.

I have used identifying similarities and differences, nonlinguistic representations, cooperative learning, setting objectives and providing feedback. I have used these methods to a limited extent, but as a librarian (and not a classroom teacher), my use of them has been limited.

v Which of these instructional strategies do you need to learn? Name them and describe them. I need more experience in summarizing and note taking, and questions, cues, and advance organizers. These skills are important skills for students to learn and would be beneficial for making predictions. In particular, students who are adept at recognizing cues, and formulating questions will be more successful in making predictions. I feel I need more experiences with summarizing. I have done some summarizing lessons, but only as identification exercises. I would like to deepen the understanding of summarization by having students create them. This also requires students to learn note-taking skills. Learning to paraphrase requires students to read more carefully. Summarizing shows students to focus on main points and organize their thinking.

Good self-assessment. It is interesting to note your overlap and your individual strengths or areas for growth. Questioning and notemaking and summarizing are particularly important for resource-based lessons (research/inquiry). It is important to develop a range of options for engaging students in these strategies.

· Lesson Length 2 sessions with additional lesson incorporated throughout the curriculum. As a librarian, students typically come to the library for a 30 minute class period per week. For this lesson, it would be beneficial to have at least two periods which are close together for reinforcement. In a fixed schedule, it is possible to ask teachers to give up a scheduled time one week for two scheduled times the following week. That way you can teach a lesson over two days v What are your questions about the lesson length? You must have at least one. How long is a session? If the lesson is going well, can you shorten the session? Can it be lengthened? What is the ideal time for the lesson length? What time period will work best? Would it be better to have one long session or multiple shorter sessions? How can the teacher and the librarian coordinate their schedules? For me, the session length is dependent on students' attention span and engagement and scheduling issues. In my libraries, a session equals a class period (45 minutes to an hour). Ideally, you would allow a bit more time just in case students were too engaged to stop! Coordinating schedules is negotiated during the planning process. Even with a published lesson plan, planning time - although shorter - is needed.


 * Note:** If you have worked within the constraints of a fixed schedule in which students come to the library just one time per week, there are many options for increasing the amount of time you spend with students. School librarians must think about the fact that NO other teachers in their buildings introduce and teach a concept on Tuesday morning at 10:00 and NEVER mention it again until the next Tuesday morning at 10:00. This is simply not an effective instructional practice. What are your strategies for getting out of the fixed schedule library box?

I was hoping to read your strategies for moving to a flexible schedule...

· Purpose

v How is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library?

The purpose of this lesson is to practice making predictions while reading a text, to record predictions in picture format on a storyboard, and to retell the story in sequence.

Making predictions is an important skill for students to use in their reading. The library is an ideal setting to teach making predictions as books are the perfect avenue to teach and reinforce these skills. There are innumerable numbers of books available that are perfect for teaching making predictions. Read-alouds lend themselves to making predictions and then determining whether or not predictions were accurate. When students are able to make predictions, they are better able to comprehend what they are reading. The library is an ideal place to teach, re-teach, or reinforce instruction on predictions. The variety of materials available in the library makes it possible to tier students' learning and continue the lesson in the classroom. Thoughtful responses. If we think about reading and information seeking and reading and writing as interrelated processes, there is very little if anything that we do in schools that is not appropriate for a classroom-library collaborative lesson.

· Objectives

Review Bloom’s Taxonomy: []

v List at least one verb that is used to name what students will do for every objective in this lesson; list the corresponding level on Bloom’s. Use this chart.

Even in strategy lessons such as this one, we should seek a balance between what we label lower-order and higher-order thinking.
 * Objective || Verb || Level on Bloom’s ||
 * Objective 1 || Retell || Knowledge ||
 * Objective 1 || Recognize || Knowledge ||
 * Objective 2 || Discuss || Comprehension ||
 * Objective 3 || Illustrate || Application ||
 * Objective 3 || Practice || Application ||
 * Objective 3 || Sketch || Application ||
 * Objective 4 || Compare || Analysis ||
 * Objective 4 || Examine || Analysis ||
 * Objective 4 || Question || Analysis ||
 * Objective 5 || Organize || Synthesis ||
 * Objective 6 || Assess || Evaluation ||
 * Objective 6 || Predict || Evaluation ||
 * Objective 6 || Support || Evaluation ||
 * Objective 1 || Recognize || Knowledge ||
 * Objective 1 || List || Knowledge ||
 * Objective 2 || Recognize || Comprehension ||
 * Objective 2 || Indicate || Comprehension ||
 * Objective 3 || Illustrate || Application ||
 * Objective 3 || Solve || Application ||
 * Objective 3 || Interpret || Application ||
 * Objective 4 || Analyze || Analysis ||
 * Objective 4 || Appraise || Analysis ||
 * Objective 5 || Formulate || Synthesis ||
 * Objective 6 || Predict || Evaluation ||
 * Objective 6 || Evaluate || Evaluation ||


 * Example:**
 * Objective || Verb || Level on Bloom’s ||
 * Objective 1 || Identify || Comprehension ||

· Resources, Materials, and Equipment Children’s Literature Websites Graphic Organizers Materials Equipment

v Which are the different formats or genres used to support learners? Books to support the lesson (Laura Numeroff's If You Give a.... series) Storyboard for predictions Graphic organizers (using cartoons to make predictions or inferences) Books to support the lesson include, but not limited to: Click, Clack, Moo Cows That Type, Two Bad Ants, Caps for Sale Genres: Fairy Tales, Poetry, and Nonfiction Tiered assignments for higher readers and lower readers

As school librarians, suggesting resources is a critical part of what we bring to the collaboration table. Always query yourself about your resources. Are they student-centered? Are they the best choices to reach the learning outcomes?

v Which technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them.

The only technology used in this lesson is either an overhead, data projector, or interactive whiteboard. However, this lesson would benefit from using Glogster or Newspaper Clippings to illustrate predictions such as the mouse, the straw, and the milk. Mind-mapping tools could also be used to brainstorm predictions before reading the books. To better integrate technology and check for understanding, the voting tools available on the interactive whiteboard would be beneficial. After each voting session, a discussion on the correct answer can take place. Students can view a graph (math integration) in several formats. Also downloading book videos from United Streaming can accommodate visual learners. While viewing the video, the teacher can stop and have students predicate via think-pair-share.

Appropriate possibilities – Do we always need to integrate technology tools for student use into a lesson? This book was written in 2006 before many of the Web 2.0 tools we have used in our class were freely-available on the Web.

· Collaboration

v How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific.

This lesson works with two educators collaborating. The two educators model by having one of them reading the book by covering the right-hand side of each page with a piece of paper before reading the print. The other educator models by making a prediction for each double-page spread on a storyboard graphic organizer. After modeling how to predict, educators divide the class into groups. The groups then follow the examples set forth by the educators. Educators are then able to circulate in the class, helping students where help is needed. Having two educators allows more attention for the participants in the class. Modeling is the best way to show students how to make predictions. This lesson is ideal to have collaboration take place. Collaborators are better able to model the expectations of the lesson at every point. A key benefit is the ability of one collaborator to engage the students, while the other monitors for understanding and can sit with struggling students one-to-one. While students are in their think-pair-share mode, collaborators can circulate and reach more students than one alone can. Redirection can take place quicker and students can be held more accountable for their work and talk.

Brava for including benefits to students and to educators. I believe educators’ areas of expertise are not necessary defined by their roles. I have served in schools where teachers knew more than I did about literature appropriate at a particular grade level. I have served in schools where teachers have been more adept than I was at using and integrating technology tools. As classroom-library partnerships develop, these lines can become even more blurred.

When this lesson plan was field tested, the educators "reversed" roles: http://storytrail.com/Impact/Chapter_6/main1.htm

· Assessment

v Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them.

Students use a storyboard self-assessment rubric to determine their success in predicting. Because I am a 3rd grade teacher, I have TAKS on the brain. Eventually, I would like to see if the students are transferring their knowledge to a paper and pencil task. I would also like to see if they recognize a prediction question via a TAKS formatted type of worksheet.

I am not (yet) familiar with a TAKS-formatted worksheet. ???

v Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they?

While students are practicing making predictions with their partner, they hold up one finger if their prediction matches what happens in the book, and two fingers if their prediction doesn't match. Students also use a rubric to self assess their predictions. Another opportunity for self-assessment is when students form an inside-outside circle. Students have the opportunity to listen to their peers. They can add or delete information as they are practicing, which allows for immediate feedback. Educators must set expectations for the completion of a graphic organizer (in this case the storyboard). Students can self-assess the completeness of their work and reflect on whether or not it was easy or difficult for them to accomplish the learning tasks. These are all self-assessments.

· Standards Reading and/or writing Listening and speaking Other content areas Information literacy Educational technology

v What content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated. __ ** Texas Essential Knowledge and Skills - Third Grade ** __ English Language Arts and Reading, Grade 3

(1) Listening/speaking/purposes. The student listens attentively and engages actively in various oral language experiences. The student is expected to: (A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3); (B) respond appropriately and courteously to directions and questions (K-3); (C) participate in rhymes, songs, conversations, and discussions (K-3); (D) listen critically to interpret and evaluate (K-3); (E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3). (3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions. The student is expected to: (A) choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate (K-3); (C) ask and answer relevant questions and make contributions in small or large group discussions (K-3); (E) gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences, and correct tense (K-3). (4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. The student is expected to: (B) clarify and support spoken messages using appropriate props, including objects, pictures, and charts (K-3); (C) retell a spoken message by summarizing or clarifying (K-3). (8) Reading/vocabulary development. The student develops an extensive vocabulary. The student is expected to: (A) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3). (9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to: (B) establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3); (C) retell or act out the order of important events in stories (K-3); (F) make and explain inferences from texts such as determining important ideas, causes and effects, making predictions, and drawing conclusions (1-3); (I) represent text information in different ways, including story maps, graphs, and charts (2-3).

__**English Language Proficiency Standards**__ (1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different laguage registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas.

(2) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: (A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions; (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and (C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

( 13) 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) identify the details or facts that support the main idea; (B) draw conclusions from the facts presented in text and support those assertions with textual evidence; (C) identify explicit cause and effect relationships among ideas in texts; and (D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text. (14) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to identify what the author is trying to persuade the reader to think or do.

(16) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) understand how communication changes when moving from one genre of media to another; (B) explain how various design techniques used in media influence the message (e.g., shape, color, sound); and

Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (A) establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension; (B) ask literal, interpretive, and evaluative questions of text; (C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions); (D) make inferences about text and use textual evidence to support understanding; (E) summarize information in text, maintaining meaning and logical order; and (F) make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence.

Which of the TEKS does this lesson actually ASSESS?

Note: These lesson plans were published before AASL’s Standards for the 21st Century Learner were available.

v Which AASL indicators align with this lesson? Give both the number and the description for each. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.2.2 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence. 2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. 2.3.1 Connect understanding to the real world. 2.3.2 Consider diverse and global perspectives in drawing conclusions. 2.3.3 Use valid information and reasoned conclusions to make ethical decisions. 2.4.1 Determine how to act on information (accept, reject, modify). 2.4.3 Recognize new knowledge and understanding. 3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints. 4.2.3 Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences. 4.4.2 Recognize the limits of own personal knowledge. 4.4.4 Interpret new information based on cultural and social context. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.9 Collaborate with others to broaden and deepen understanding. 1.4.3 Monitor gathered information, and assess for gaps or weaknesses.1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.9 Collaborate with others to broaden and deepen understanding. 1.4.3 Monitor gathered information, and assess for gaps or weaknesses.

All of these standards indicators work to a greater or lesser extent. When you design your own lesson, you will want to select three or four that you will actually **assess**.


 * Implementation **

· Process Motivation

Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design. Will this invitation to learn be effective in capturing students’ interest? Why or why not?

v What are your ideas to increase student buy-in to this lesson? Give at least one.

The books themselves will invite students to buy into the lesson. They are perennial favorites that many of the students will already be familiar with. You can make the predictions somewhat of a game by having partners see how many correct predictions they make in comparison to the other teams. If you incorporate Web 2.0 Tools, students will be even more excited to participate. Chocolate chip cookies and milk go perfectly with "If You Give a Mouse a Cookie", or you can make pancakes to go with "If You Give a Pig a Pancake". Food always is a great motivator to get students' attention! To increase student buy-in, the lesson could be connected to other subject areas where prediction is a requirement before the outcome. I would integrate a Science experiment with this lesson and make the connection between the two subjects. Another way would be to integrate the story board into a foldable. My students have Reading journals and they do foldables inside of them instead of worksheets. They really enjoy them. One of my favorites is the magic fold.

You will always be able to go beyond published lesson plan ideas for motivation when you can focus that component of the lesson on actual students, their backgrounds, unique needs, and their interests.

Student-friendly Objectives

v Are these objectives at the instructional level of the targeted students? Give an example.

Yes, these objectives are at the instructional level of the targeted students. As these students are emerging readers, the books used are great because they have repeating text and they are circular in their format. Repetitive words also allow emerging readers to experience success as they are learning how to make predictions. These objectives are at the targeted students' instructional level because they have the option to record their predictions nonlinguistically. From these representations, students can then be guided to write their predictions using the accessible vocabulary found within the books.

v Are there terms in these objectives that may need to be taught to students? Give an example.

Students may not be familiar with rubrics or graphic organizers, and may have to be taught what they are and how to use them. Students may not be familiar with the word prediction.

Good. Educators need to ensure that students know all the terms even in student-friendly objective. Of course with repeated use through co-teaching and collaboration, students will comprehend more terms because the terms will be used and reinforced in both the classroom and the library.

Presentation

v Describe the modeling aspect of this lesson. One educator reads the book by covering the right-hand side of each page with a piece of paper before reading the print on either side of the page. The other educator records one prediction for each double-paged spread on a large-sized storyboard. Before turning the page, think aloud what the next gift will be. One educator reads the book. They cover the right-hand side of each page with a piece of paper before reading the words on either side of the page. The other educator models by predicting what the gift will be before revealing it. They record their predictions on a storyboard graphic organizer. Then, before turning the page, the educators model guessing what the gift will be on the next page.

v How are the benefits of two or more educators maximized in the presentation component? Two educators can model, showing students successful ways to make predictions. If only one educator presented the lesson, it wouldn't be as effective because the modeling wouldn't be as "real" to the students. Because the lesson works with partners, modeling works ideally by showing partner participation. Actually seeing what is expected of students when working with partners is a huge plus. The targeted students are extremely visual. Being able to see will help them properly practice with their partners.

Absolutely! And true for almost all students...

Student Participation Procedures or Student Practice Procedures

v Are the directions clear? Give an example. Yes, the directions are clear and straightforward. Each step is presented in easy to understand language, and the objectives are clear. Each step is laid out for educators so there is no confusion. For example, the presentation is detailed, from the modeling, reading and predicting of the text in // If You Give a Mouse a Cookie. // Then, the student participation procedures are explained, followed by how to use guided practice, and how to close the lesson. The directions are very teacher friendly. Each separate section is bold-faced for easy configuration. Options in the Guided Practice section are given if students are unable to make a prediction. For a new teacher, this would come in handy.

Guided Practice

v How are the benefits of two or more educators maximized in the guided practice component? Students get to see what the expectations are when they are paired off. Students are able to better understand what to do and how to do it. Two educators can model what to do with their partners if their predictions don't match the text. Having multiple educators during guided practice also enables them to monitor students' predictions and allows them to ask questions relating to the logic of their predictions. Lowering the student-to-teacher ratio to impact student achievement has not been documented consistently in the research. But any educator who has worked with a group of 15 students and compared the experience to working with 30 KNOWS there's a huge difference -- for both students and educators.

Closure

v Are students active in the closure component? What are students doing for closure? Yes, students form an inside-outside circle with both groups. They retell their stories using their storyboards. Yes, the students are active in the closure component, because they come back together forming an inside-outside circle. Students retell their stories using their storyboards. Students also self-assess their storyboards and retellings. Yes.

Reflection

v How is the reflection component related to the learning objectives? During the reflection process, students look at how they make predictions while reading. They look at whether they all made the same predictions, or whether different predictions were made. They also consider how predicting made them more interested in the story. This correlates directly to the learning objectives of making logical predictions based on the information presented in the text. By considering whether or not they all made the same predictions, students are able to fulfill the objective of retelling the story with their own predictions. The reflection process is related to the learning objectives by asking students to explain the process. If students are able to reasonably explain what they need to do and how to do it, then we know that they comprehended. It also requires them to use Higher Order Thinking Skills by making them think back to the activities and make the connection between the lesson and when they read independently.

Students (and educators) need to practice reflection. In strategy lessons, we are teaching students how to think about their thinking. The metacognition that results from reflection is essential.

· Extensions v What are your other ideas for extensions to this lesson? Describe at least one.

The lesson we deconstructed is one that highlights predictive texts and circular stories. To extend this lesson, and to stretch students' predictive skills, use backwards sequence and reverse fairy tales.

Start by reading // Previously // by Allen Ahlberg. This book contains nursery rhymes and fairy tales that most children will be familiar with such as Goldlilocks, Jack and the Beanstalk, Cinderella, and the Gingerbread Man. Rather than being told in traditional format, the stories are retold in backwards sequence. Students can use their predictive skills to guess what comes next (or rather before!) in the story. Students can pair up to make their predictions, and again, a graphic organizer would work well with this lesson.

Follow this up by reading // The End // by David LaRochelle. This is a reverse fairy tale, which begins "And they all lived happily ever after. They all lived happily ever after because....". The illustrations show a soggy knight holding hands with a lovesick princess. This leads readers to wonder, How did the knight get soggy? Why are there two giants, eleven rabbits, and a scaly green dragon at the door? Students will be intrigued by the beginning of the story and will enjoy guessing what will unfold in the story. This can be done as a class with putting students guesses on a whiteboard, or groups of two can take turns reading and predicting the next parts of the story.

Follow this up with students creating their own backwards sequence stories or reverse fairy tales. Have students pair up to write their stories and then present them to the class. While brainstorming stories, students can use Wordle to come up with "fairy tale" words they might want to incorporate into their stories such as Happily, Ever, After, Once, Princess, Dragon, Time. When students present their stories to the class, one student can read the story, while the other student writes fellow students' predictions on the whiteboard. After reading the entire story, students can see whether any of their guesses come close to the actual story presented.

These extensions should be done over at least two lessons. By continuing to reinforce predictive skills, students will gain these skills and be able to utilize them in their future reading. An extension to this lesson would be using a wordless picture book. Students can write their own text to the book. The text can be read aloud and students can practice their predictions. Students can also "become the teacher" and reteach the strategy during another subject. Because the targeted students are mainly boys, I would also do this lesson again by using Informational/Nonfiction text. I would choose a specific subject that they are interested in like cars. I would make sure that the text chosen can be used to make predictions. This would also create another buy in for these struggling readers.

Brilliant extensions - to practice and transfer the learning objective. Modeling and guided practice will most likely need to be repeated numerous times before students are ready to do this work independently. P.S. Never let a published lesson plan compromise your creativity. You and your collaborator will know the abilities and interests of your students and should adapt all lessons to the students in your care.


 * Remember:** Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!


 * Project Due: November 13th at 9:00 p.m. – 30 Possible Points for the Graphic Organizer. **
 * Individual Reflection – 20 Possible Points – See the Assignment **