Clarence Murray Jr.

Erin McCarthy
EDRD 600
5/19/15
Lesson Plan #2
Title: Strategies During Reading
Topic: Retrospective Miscue Analysis and During-Reading Strategies
Materials:

Voice Recorder
Pen/Paper
Eye of Minds by James Dasher (3 copies)
RMA Questions
Problems, Solutions, Change Worksheet
Character Sketch Worksheet
Sticky Notes

Objectives:
1) Students will be able to use strategies before, during, and after reading to aid in the
construction and enhancement of meaning.
2) Students will get meta with the teachers about their reading process through the
Retrospective Miscue Analysis
3) Students will utilize the following during-reading strategies: Problems, Solutions,
Change; Marking the Text
Standards:
4) Use a recursive process to develop, evaluate, and refine, questions to broaden thinking on
a specific idea that directs inquiry for new learning and deeper understanding. (I 1.1)
5) Develop a plan of action by using appropriate discipline specific strategies. (3.1)
6) Cite significant textual evidence in order to articulate explicit meanings and meanings
that can be inferred from the text; identify multiple supported interpretations (MC 5.1)
7)
Purpose:
The purpose of this lesson is again twofold: We are going to start with getting meta with
our student; that is, we will be working with them to understand how they read, and what
processes they go through when reading. Doing this gives the student a deeper understanding and
ownership of their literacy. It allows them to know what theyre good at and where they can
improve. Through the RMA, we also hope to get a better understanding of their miscues as well.

We also want to teach the student how to utilize certain strategies during their reading that
bolster their ability to make meaning of text. Some students are incredibly proficient at reading
out loud but cannot tell you what happened, cannot predict, etc. But these strategies force you to
slow down, think, and analyze the text for meaning. Having students incorporate them into their
everyday reading practices will help them significantly when it comes to comprehension.
Procedures:
Intro:

The teachers will briefly go over their last meeting, and set up the RMA.
The teachers will seek clarification on certain miscues, ask questions, and create a
dialogue with the student that will help them understand why they may have made certain
miscues.

Development
During Reading Strategies

Lets think about our main character. Who is he? What is he like? How does he feel?
What does he do? How would you describe him? Do you identify with him? Would
you react the same way? (Work together to fill in the Character Sketch Worksheet)
Think about one of the biggest problems facing Michael through the book so far.
What is the problem? Have they come up with a solution on how to fix the problem?
If not, what do you think they should do? How will Michael and the other characters
change if this happens? (Work together to fill in the Problems, Solutions, Change
Worksheet.)
Its important to mark things in the book that you find confusing, interesting,
inspiring, weird, etc. This allows you to come back to it and re-read it for a wide
variety of purposes. What are some of your favorite parts of the book so far? What
would you mark? Well work together to go through what weve read so far to model
marking. For the next few readings, be sure to mark in your book things confuse you/
you like/ you connect with/ you find interesting.

Closure:

Teachers and student will take turns reading out loud. After each person has
finished reading, we will pause to ask questions, predict, make connections, give
comments, and practice marking the book.
Remind student about the reading due before next class.

Evaluation

After the session, the teachers will re-evaluate the RMA and during-reading activity
worksheets to check for student understanding in order to plan better for the
following lesson.