New learning changes thinking

Teaching Reading: Mini Lesson Format (Calkins, 2001)

Targeted Literacy Strategy or Skill:
Grade level: 3 grade
Objective: The student will be able to gather new information from text and change
their thinking based on the new information.
Common Core State Standard/ PASS Standard:
Standard 4: Comprehension/Critical Literacy - The student will interact with the words
and concepts in a text to construct an appropriate meaning.
1. Literal Understanding
a. Read and comprehend poetry, fiction, and nonfiction that is appropriately
designed for third grade.
b. Use prereading strategies independently to preview, activate prior
knowledge, predict content of text, and establish a purpose for reading.
c. Recall major points in a text and revise predictions about what is read.
d. Show understanding by asking questions and supporting answers with literal
information from the text.
rd

Prior knowledge: (What students already know) My students already know how to
make charts about what they learned while reading a new text.
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.) I noticed that even though students would be writing down what they
learned when reading a new text, they never changed their thinking. They continued to
use their prior information.
Materials Needed
Lesson from (Name your source including page number): Strategies That Work pg.
98 by Stephanie Harvey and Anne Goudvis
Mentor Text: Why Do My Feet Fall Asleep? And Other Questions About the
Circulatory System by Sharon Cromwell
Materials:
- Why Do My Feet Fall Asleep? And Other Questions About the Circulatory System
by Sharon Cromwell (4-5 copies)
- Large Piece of chart paper
- Markers
- Clipboards (enough for whole class)
- The same chart paper I hung up on normal printer paper, enough for the whole class
Student Groups (whole/small group/partners): Students will start out as a whole group
on the floor as I am introducing and demonstrating how to link what we know to what
we learn. As we are all on the floor I will ask students to get in partners to discuss
what they already know about the questions they have on their chart. I will then gather
their attention and continue demonstrating as we jot down our new learning. After a
couple of demonstrations I will dismiss them to get in their small groups and continue

working on their chart linking their prior knowledge with their new understanding.
Mini Lesson Format:
Connect (AKA~ Anticipatory Set, Engagement/Pre-reading): Okay class can
everyone meet me on the carpet with their clipboards and something to write with.
(Wait for everyone to get situated) Today we are going to learn how to link what we
already know to what we learn when we read new text.
Active Engagement (AKA~ Check for Understanding: students try it out, teacher
observes): In a moment I am going to pass out this chart (point to hanging chart) to
you. When you receive one I would like for you to turn and talk to your elbow partner
and fill in the section what we think we know for each of the questions, please be
prepared to be called on. (pass out the papers, students begin to talk, walk around and
listen/chime in when needed) It seems to me like everyone is finishing up. Does
anyone want to tell me what you and your partner talked about with the questions
Why does my heart beat? (Allow a couple of students to answer) Now can anyone
answer Why do I have blood? (Let students answer, continue this process until all of
the questions are answered) You guys seem to have a pretty good understanding of
these questions, but now lets read Why Do My Feet Fall Asleep? And Other Questions
About the Circulatory System by Sharon Cromwell. While we are reading please raise
your hand when you have a learned something new about one of these questions. (Read
Why Do My Feet Fall Asleep? And Other Questions About the Circulatory System by
Sharon Cromwell)
Teach (Model/Explain): (come to the page where it talks about why the heart beats)
After reading this page now I know that my heart beats because it helps my blood go
to each part of my body. Let's write this down on our charts so we dont forget
(demonstrate writing down my newly learned information on the big chart while
students write down what they learned in their own words on their chart) Lets
continue reading to see what other new information we can learn. (Continue reading)
(If a student's doesnt raise their hand on the page talking about why we have blood I
will say, Wow, I just learned that blood helps me fight my sickness. Did anyone else
learn something about why they have blood on this page? (Wait for students to
answer) Hopefully students will raise their hand and I wont have to do that)
Active Engagement: Charts help us hold our thinking so we can look at it again.
Today I want you to record what you already know about blood. Then you will read. At
the end write or tell how your thinking changed after reading and how you learned
something new. When I dismiss you guys I would like for you guys to get in groups,
please have one person from your group come to the front and get a book. In your
groups I would like for you guys to continue reading the book and writing down all of
your new learning, I will give you guys about five minutes, and then we will come
back to the carpet for our wrap up (dismiss students, walk around listening and
making sure each group is on task) I see that most of the groups are finished working
so can you guys please make your way back to the carpet please. (Wait for everyone
to get seated) Which group would like to tell me the new information you learned
about Why do you shiver when you get cold? (Call on students as they raise their
hands, continue to do this until all of the questions are answered) Remember that if
you like what you have heard from one of your peers to go ahead and write it down on

your chart too so you can expand your knowledge on this topic.
Link: From now on when you are reading remember to link your prior knowledge
with what you learned, this can be used almost every time we are reading nonfiction
text. You guys can make charts like the one I have provided you, you can track the
connections using sticky notes, or even just write them down on a blank piece of paper.
We will continue working on this strategy until everyone has mastered it. Great job
today guys!