The Guided Content Reading Lesson Plan

Copyright 2003 Edwin Ellis

This planning think-sheet is best used when students are reading non-fiction

or textbooks

An interactive version of this think-sheet can be accessed from the

Makes Sense Strategies home page

Is this the first time students will have worked with this think-sheet?

Brainstorm Guide

Anticipation Guide

KTW

KWL

Features Analysis

Induction Matrix

PASS pre-reading

LINK

1st TRIP text perusal

Sticky-note webOTHER

Knowledge Activation

Does the reading level of the text passage match students’ reading ability?

Makes Sense Guided Content Reading Lesson Plan © 2003 Edwin Ellis

Summarize gist & details

Identify similarities & differences

Identify cause/effect relationships

Pose questions & search for answers

Form predictions & check for accuracy

Form inferences about topic

Reading ComprehensionINSTRUCTIONAL OBJECTIVE

STUDENTS’ READING ABILITY:Approximate Reading Instructional Level

TEXT PASSAGE Source PagesStudents or Group

Content-learningINSTRUCTIONAL OBJECTIVE

What is the most important idea students should understand as a result of reading this passage?

In what ways is this think-sheet useful? Not useful?

What are some different places or situations where this think-sheet might be used?

What is the most important part of the think-sheet? Least important? Why?

What part of the think-sheet are you best at doing?

What’s the hardest part of the think-sheet? What makes it hard?

How is this think-sheet similar or different from other ones you’ve used?

Reading Reflective Review Questions

Date(s) of lesson

Content Reflective Review QuestionsWhat was the most interesting thing you read about? What made it interesting?

How is what you read about similar or different from what you already knew?

What background knowledge or experiences does what you read about remind you?

Think-sheet

YES

ACCOMMODATIONS

NO

Read the content-area passage with students & provide “We do it” instruction as the think-sheet

is co-constructed with the class

YES

How will the think-sheet be used during the reading activity?

Guided note taking

Blanks for key words

Collaborative (Y’all do it) Activity

Numbered Heads Jigsaw

Collaborative Construction Pair-share

Rotating Graphics Pair-square

Independent (You do it) Activity

NO

Is this the first time students will have worked with this think-sheet?

Brainstorm Guide

Anticipation Guide

KTW

KWL

Features Analysis

Induction Matrix

PASS pre-reading

LINK

1st TRIP text perusal

Sticky-note webOTHER

Knowledge Activation

Does the reading level of the text passage match students’ reading ability?

Makes Sense Guided Content Reading Lesson Plan © 2003 Edwin Ellis

Summarize gist & details

Identify similarities & differences

Identify cause/effect relationships

Pose questions & search for answers

Form predictions & check for accuracy

Form inferences about topic

Reading ComprehensionINSTRUCTIONAL OBJECTIVE

STUDENTS’ READING ABILITY:Approximate Reading Instructional Level

TEXT PASSAGE Source PagesStudents or Group

Content-learningINSTRUCTIONAL OBJECTIVE

What is the most important idea students should understand as a result of reading this passage?

In what ways is this think-sheet useful? Not useful?

What are some different places or situations where this think-sheet might be used?

What is the most important part of the think-sheet? Least important? Why?

What part of the think-sheet are you best at doing?

What’s the hardest part of the think-sheet? What makes it hard?

How is this think-sheet similar or different from other ones you’ve used?

Reading Reflective Review Questions

Date(s) of lesson

Content Reflective Review QuestionsWhat was the most interesting thing you read about? What made it interesting?

How is what you read about similar or different from what you already knew?

What background knowledge or experiences does what you read about remind you?

Think-sheet

YES

ACCOMMODATIONS

NO

Read the content-area passage with students & provide “We do it” instruction as the think-sheet

is co-constructed with the class

YES

How will the think-sheet be used during the reading activity?

Guided note taking

Blanks for key words

Collaborative (Y’all do it) Activity

Numbered Heads Jigsaw

Collaborative Construction Pair-share

Rotating Graphics Pair-square

Independent (You do it) Activity

NO

The following example illustrates use of the Content Guided Reading Plan when students’ reading ability matches the difficulty of the reading material

-and-

students are familiar with the think-sheet

Does the reading level of the text passage match students’ reading ability?

Brainstorm Guide

Anticipation Guide

KTW

KWL

Features Analysis

Induction Matrix

PASS pre-reading

LINK

1st TRIP text perusal

Sticky-note webOTHER

Knowledge Activation

Makes Sense Guided Content Reading Lesson Plan © 2003 Edwin Ellis

Summarize gist & details

Identify similarities & differences

Identify cause/effect relationships

Pose questions & search for answers

Form predictions & check for accuracy

Form inferences about topic

Reading ComprehensionINSTRUCTIONAL OBJECTIVE

STUDENTS’ READING ABILITY:Approximate Reading Instructional Level

6th grade

TEXT PASSAGE Source Pages

Text 72-79

Students or Group

3rd period Social Studies

Content-learningINSTRUCTIONAL OBJECTIVE

What is the most important idea students should understand as a result of reading this passage?

In what ways is this think-sheet useful? Not useful?

What are some different places or situations where this think-sheet might be used?

What is the most important part of the think-sheet? Least important? Why?

What part of the think-sheet are you best at doing?

What’s the hardest part of the think-sheet? What makes it hard?

How is this think-sheet similar or different from other ones you’ve used?

Reading Reflective Review Questions

Date(s) of lesson

Content Reflective Review QuestionsWhat was the most interesting thing you read about? What made it interesting?

How is what you read about similar or different from what you already knew?

What background knowledge or experiences does what you read about remind you?

YES

Think-sheet

ACCOMMODATIONS

NO

Read the content-area passage with students & provide “We do it” instruction as the think-sheet

is co-constructed with the class

How will the think-sheet be used during the reading activity?

Guided note taking

Blanks for key words

Collaborative (Y’all do it) Activity

Numbered Heads Jigsaw

Collaborative Construction Pair-share

Rotating Graphics Pair-square

Independent (You do it) Activity

Is this the first time students will have worked with this think-sheet?

YES NO

If/Then CE frame

X

X

Understand the purpose and risks associated with the Underground Railroad

X X

X

X X

Nov 11

Is this the first time students will have worked with this think-sheet?

Brainstorm Guide

Anticipation Guide

KTW

KWL

Features Analysis

Induction Matrix

PASS pre-reading

LINK

1st TRIP text perusal

Sticky-note webOTHER

Knowledge Activation

Does the reading level of the text passage match students’ reading ability?

Makes Sense Guided Content Reading Lesson Plan © 2003 Edwin Ellis

Summarize gist & details

Identify similarities & differences

Identify cause/effect relationships

Pose questions & search for answers

Form predictions & check for accuracy

Form inferences about topic

Reading ComprehensionINSTRUCTIONAL OBJECTIVE

STUDENTS’ READING ABILITY:Approximate Reading Instructional Level

TEXT PASSAGE Source PagesStudents or Group

Content-learningINSTRUCTIONAL OBJECTIVE

What is the most important idea students should understand as a result of reading this passage?

In what ways is this think-sheet useful? Not useful?

What are some different places or situations where this think-sheet might be used?

What is the most important part of the think-sheet? Least important? Why?

What part of the think-sheet are you best at doing?

What’s the hardest part of the think-sheet? What makes it hard?

How is this think-sheet similar or different from other ones you’ve used?

Reading Reflective Review Questions

Date(s) of lesson

Content Reflective Review QuestionsWhat was the most interesting thing you read about? What made it interesting?

How is what you read about similar or different from what you already knew?

What background knowledge or experiences does what you read about remind you?

Think-sheet

YES

ACCOMMODATIONS

NO

Read the content-area passage with students & provide “We do it” instruction as the think-sheet

is co-constructed with the class

YES

How will the think-sheet be used during the reading activity?

Guided note taking

Blanks for key words

Collaborative (Y’all do it) Activity

Numbered Heads Jigsaw

Collaborative Construction Pair-share

Rotating Graphics Pair-square

Independent (You do it) Activity

NO

This example illustrates use of the Content Guided Reading Plan when students’ reading ability is below the difficulty of the reading material

-and-

students are not familiar with the think-sheet

Does the reading level of the text passage match students’ reading ability?

Brainstorm Guide

Anticipation Guide

KTW

KWL

Features Analysis

Induction Matrix

PASS pre-reading

LINK

1st TRIP text perusal

Sticky-note webOTHER

Knowledge Activation

Makes Sense Guided Content Reading Lesson Plan © 2003 Edwin Ellis

Summarize gist & details

Identify similarities & differences

Identify cause/effect relationships

Pose questions & search for answers

Form predictions & check for accuracy

Form inferences about topic

Reading ComprehensionINSTRUCTIONAL OBJECTIVE

STUDENTS’ READING ABILITY:Approximate Reading Instructional Level

8th grade

TEXT PASSAGE Source Pages

Text 53-58

Students or Group

4th period Science

Content-learningINSTRUCTIONAL OBJECTIVE

What is the most important idea students should understand as a result of reading this passage?

In what ways is this think-sheet useful? Not useful?

What are some different places or situations where this think-sheet might be used?

What is the most important part of the think-sheet? Least important? Why?

What part of the think-sheet are you best at doing?

What’s the hardest part of the think-sheet? What makes it hard?

How is this think-sheet similar or different from other ones you’ve used?

Reading Reflective Review Questions

Date(s) of lesson

Content Reflective Review QuestionsWhat was the most interesting thing you read about? What made it interesting?

How is what you read about similar or different from what you already knew?

What background knowledge or experiences does what you read about remind you?

YES

Think-sheet

ACCOMMODATIONS

NO

Read the content-area passage with students & provide “We do it” instruction as the think-sheet

is co-constructed with the class

How will the think-sheet be used during the reading activity?

Guided note taking

Blanks for key words

Collaborative (Y’all do it) Activity

Numbered Heads Jigsaw

Collaborative Construction Pair-share

Rotating Graphics Pair-square

Independent (You do it) Activity

Is this the first time students will have worked with this think-sheet?

YES NO

4 Event Sequence X

Explain basic steps to photosynthesis process

X

X

X

X

Sam (3rd grade level reader) pair with peer-partner Fred

March 3

Is this the first time students will have worked with this think-sheet?

Brainstorm Guide

Anticipation Guide

KTW

KWL

Features Analysis

Induction Matrix

PASS pre-reading

LINK

1st TRIP text perusal

Sticky-note webOTHER

Knowledge Activation

Does the reading level of the text passage match students’ reading ability?

Makes Sense Guided Content Reading Lesson Plan © 2003 Edwin Ellis

Summarize gist & details

Identify similarities & differences

Identify cause/effect relationships

Pose questions & search for answers

Form predictions & check for accuracy

Form inferences about topic

Reading ComprehensionINSTRUCTIONAL OBJECTIVE

STUDENTS’ READING ABILITY:Approximate Reading Instructional Level

TEXT PASSAGE Source PagesStudents or Group

Content-learningINSTRUCTIONAL OBJECTIVE

What is the most important idea students should understand as a result of reading this passage?

In what ways is this think-sheet useful? Not useful?

What are some different places or situations where this think-sheet might be used?

What is the most important part of the think-sheet? Least important? Why?

What part of the think-sheet are you best at doing?

What’s the hardest part of the think-sheet? What makes it hard?

How is this think-sheet similar or different from other ones you’ve used?

Reading Reflective Review Questions

Date(s) of lesson

Content Reflective Review QuestionsWhat was the most interesting thing you read about? What made it interesting?

How is what you read about similar or different from what you already knew?

What background knowledge or experiences does what you read about remind you?

Think-sheet

YES

ACCOMMODATIONS

NO

Read the content-area passage with students & provide “We do it” instruction as the think-sheet

is co-constructed with the class

YES

How will the think-sheet be used during the reading activity?

Guided note taking

Blanks for key words

Collaborative (Y’all do it) Activity

Numbered Heads Jigsaw

Collaborative Construction Pair-share

Rotating Graphics Pair-square

Independent (You do it) Activity

NO