Pre-Reading

MATERIALS:

·         Picture of plant

·         Student text books: Discover Science

·         White board & expo markers

·         Partner Worksheet & Class Worksheet

OBJECTIVES:

·         TSW initially predict text content by creating questions to be answered through reading. (Cognitive/Content)

·         TSW initially list main topics within the unit by reflecting on questions. (Content/Cognitive)

SET/FOCUS: (10 minutes)

·         RRL/IAL: We are going to take a survey. I want everyone to close their eyes. We are going to keep our eyes closed until I tell you to reopen them. First think about your house, pretend you are standing in front of your house looking at it. Raise your hand if there is some kind of plant there. (mark  number- everyone in class). OK, think about recess. Raise your hand if there is some kind of plant on the playground. (Mark total on board.) Think about driving down the street. Do you pass any plants? (Mark number on board.) What does the results of our survey tell us? (Outside plants are everywhere we go)

·         ABK: Let’s make a list of the types of plants that we can think of

·         LL: For the next week or so, we are going to be talking about plants. Today, we are going to start thinking about plants and predict what we think we will learn.

Home                          Playground                  Street                          Types of plants we see…

INSTRUCTION: (55 minutes)

STEP 1:

·         Have students take 5 minutes to preview pages 36-48. Have students look at headings, titles, and pictures throughout the chapters.

STEP 2:

·         On your worksheet, I want you to go back through and write at least one question about each section of the text. (Allow 5-10 minutes). You can write more if you think of more.

·         As students are formulating questions, walk around room and preview the questions they are making. May want to make notes about those who have really good questions.

STEP 3:

·         Have students share their questions with the rest of the class.

·         Record their questions on the board (Noting repeat questions with stars) Presort the questions while writing them on the board. (categories- cells, food intake and production, reproduction)

·         Allow 10 min for students to record all of the questions onto their papers.

STEP 4:   (modification)

·         Have students get with a partner. Within their groups of two, each group is to name their categories by topic.

·         Come back together as class and get all categories they came up with. Circle most common and repeated categories.

CLOSURE:

·         Erase board. Have students generate what they have already learned about plants just by previewing the lesson. Use web.

ASSESSMENT:

·         Obj 1: Take up worksheets for formative assessment and question generation.

·         Obj 2: Give exit slip asking for unit topic and one main topic in the unit.  Pre.reading worksheets.doc (32,5 kB)