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Tashia Smith

CIED 3293-002

12/11/14

Targeted Literacy Strategy or Skill: Reading for the Gist


Grade level: 4th/5th Grade
Objective: The student will be able to utilize note taking while flexibly using a variety of strategies to
synthesize reading.
Common Core State Standard: Reading Literature 4.2, and 5.2Determine a theme of a story, drama,
or poem from details in the text; summarize the text.
Prior knowledge: (What students already know)
Reading strategically
Reading is about constructing meaning
Read for a purpose
Determining Importance
Observations/Rationale: (Before Lesson) What did you notice in your students work that let you
know this lesson was necessary? (This will be an approximation this semester.)
The time had come to begin this unit/skill on Reading for the Gist to build on summarization skills.

Materials Needed
Lesson from (Name your source) Strategies that Work by Stephanie Harvey & Anne Goudvis, pages
187-188

Mentor Text: Picture Book An Angel for Solomon Singer, by Cynthia Rylant
Materials: Electronic Device with Evernote loaded (or paper and pen/pencil for anyone who did not
bring an electronic device loaded with Evernote; also good to plan paper and pen/pencil in the event
technology is unavailable for one reason or another)
Student Groups (whole/small group/partners): Whole class read-aloud; take notes using Evernote
Mini Lesson Format:
Connect (Engagement/Pre-reading):
Open the class by introducing the lesson. The teacher will access the classes background
knowledge or schema by stating that throughout the year we have become increasingly adept at
reading strategically given the several different strategies to do so. Because of this, students
understand that reading is about determining importance by constructing meaning throughout their
reading. Students have learned how to read with purpose through strategies such as coding texts,
paying attention to main points and details, and asking questions. Today we are going to explore
another way of determining importance through summarization by writing while we read.
Because this is different than the guided responses students were asked to give in the past, it will
pose as a bit more challenging but will exhibit the students evolution of thought and therefore
deepen their understanding of the text being read.

Active Engagement (students try it out): Teacher will begin by having students get their note
taking materials ready. Encourage the use of technology, todays technology tool will be Evernote.

For anyone who does not have a device loaded with Evernote, they may take out a sheet of paper
and a pen/pencil. Once students are ready, teacher will introduce the text to be summarized
through note taking. The mentor text being read aloud will be An Angel for Solomon Singer by
Cynthia Rylant. Teacher will give express to students that as she reads she wants them to write
down their thinking as well as story events as they take notes. If they think it as important to the
story, write it down. What questions, predictions, important ideas, and visual images stand out to
you as important to the development of the story? Write all of those things down. Once
instruction is given and students have an understanding of what is expected of them, the teacher
will begin by introducing the title and cover of the book. At this time the teacher will allow wait
time and give students an opportunity to write down any thoughts they have. For the remainder of
the time, the teacher will read the book aloud stopping every few pages to reiterate and
demonstrate note taking, talking about it as she writes it down. For each time the teacher stops and
gives extra time, she will ask for people to share points they wrote. *Be sure to give wait time for
adequate response time.

Teach (Model/Explain)
Throughout the time that the students are trying out Reading for the Gist through note taking,
the teacher will model through her own notes of asking questions, visualizations, and inferential
thinking in order to gain meaning. This modeling will be crucial in demonstrating to students how
beneficial note taking is. Once the book is completed the teacher will ask students to share some of
their notes, questions, and predictions. The teacher will reiterate that writing while reading can
show the readers evolution of thought. We can look back at questions we had and determine if
those questions were answered. If they were not, we can go back and re read to determine whether
or not the question was answered, or why it seemed important to us at the time that we wrote it
down. All of this helps us to gain deeper understanding in order to determine importance while
we read which is essential for summarizing a text. When readers are able to do this, they get the
gist.

Link (Articulating the expectation that students will now use this skill/strategy when reading or
writing) This skill/strategy is helpful and can be used in many different situations. For example, in
reading, it helps deepen understanding of what is being read, especially when the reading material
is in the students ZPD (Zone of Proximal Development). An example that this skill can be used in
for writing could be in preparation for a non-fiction piece or even argumentative piece. When
conducting research on a topic we may not know a lot about, Reading for the Gist and taking notes
helps us to organize our thoughts and summarize the material we can use in the process of writing
our papers.