First, you’ll find the video directions for this module in your email. Then, you can navigate through the actual module tasks with all of the necessary links. Finally, at the bottom of this page, you’ll find the slides that I used for creating this module. Remember to use the Facebook group!
For our last module we are getting into whole-text level stuff. But these are NOT things like comprehension questions or analysis of theme. While analysis is important, I want you to consider whole-text level things that actually scaffold comprehension, help to practice fluency and build background knowledge.
Let’s get into it.
Task 5.1:
First, go back to your Text Complexity Planner. Identify the concepts that your students will need to understand before they can access this text. What are some ideas that you could build into your unit related to these ideas?
For example, I think that my students will need some background about Greek gods and goddesses to understand Odysseus’s plight. There are a ton of references throughout the Odyssey to Agamemnon, as well, so I should probably touch on his story, too.
Task 5.2:
Think about how you can teach those concepts.
We talked about this at the beginning of the week but, remember, these are things that you probably want to add to the beginning of your unit. Build the background BEFORE reading so that when you come across it AS you’re reading, it can click for your students.
Task 5.3:
This one is extra but could be super fun! Share a fun background knowledge activity that you have used in the Facebook group.
I will, too, and mine is good!
Task 5.4
Next, we have another bonus activity because this one might be a little time consuming. I would love for you to find and pair your text with 2-3 other texts on the same topic.
If you’re reading a fiction text, lean more towards informational. If you’re reading an informational text, find something that is fiction but related.
Plan on reading these with students either before, to build or activate background knowledge, or after, to compare them to your curricular text.
Task 5.5:
This one is for my extra teachers. You can totally plan a SoR aligned secondary reading unit without this BUT adding in some fluency practice will go above and beyond!
Something to note, though. Fluency should be practiced at the student’s current reading level. Yes, we should be reading grade appropriate curricular texts BUT asking them to read out loud when they can’t comprehend it is not helpful. That is why we are doing this WHOLE thing! If you would like to check out some further reading on fluency, check out this blog post.
So to practice fluency, find similar texts at a reading level appropriate for your students (you might consider writing them!). Plan for your students to spend time reading this out loud to practice fluency AND build background knowledge related to the curricular text.
Task 5.6
Choose at least one of the text level writing activities from this blog post to integrate into your lesson plans.
Tasks 5.7:
Share about a unique writing task that you have used with your students in the Facebook group.
Task 5.8:
This one is NOT EXTRA. You should totally do this because background knowledge is SO IMPORTANT. I know that time is usually an issue though… so I get it.
Plan a fun activity related to one of the concepts you identified in Activity 5.1. Need some ideas? Let’s chat in the Facebook group.
Task 5.9:
Finally, the last task is to share your completion of the challenge in the Facebook group. Tell us about your new lessons!
How many points did you get? What questions do you still have?
Conclusion
Should I create a more in-depth course related to this topic? What else do you need to know?
And please fill out the feedback form!
I have loved spending this week with you. I cannot tell you how much planning like this has benefited my students over the years. I hope that you are able to use these ideas, and integrate them with your own, to help your students to become the best kind of readers. Readers that love to do it because it’s not a chore for them, it is something they can do, easily.
Thanks for spending the week with me.
