1. 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

2. 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 web OTHER 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 Comprehension INSTRUCTIONAL OBJECTIVE STUDENTS’ READING ABILITY: Approximate Reading Instructional Level TEXT PASSAGE Source Pages Students or Group Content-learning INSTRUCTIONAL 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 Questions What 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

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 web OTHER 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 Comprehension INSTRUCTIONAL OBJECTIVE STUDENTS’ READING ABILITY: Approximate Reading Instructional Level TEXT PASSAGE Source Pages Students or Group Content-learning INSTRUCTIONAL 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 Questions What 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

4. 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 web OTHER 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 Comprehension INSTRUCTIONAL OBJECTIVE STUDENTS’ READING ABILITY: Approximate Reading Instructional Level 6 th grade TEXT PASSAGE Source Pages Text 72-79 Students or Group 3 rd period Social Studies Content-learning INSTRUCTIONAL 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 Questions What 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? YESNO If/Then CE frame X X Understand the purpose and risks associated with the Underground Railroad X X X X X Nov 11

5. 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 web OTHER 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 Comprehension INSTRUCTIONAL OBJECTIVE STUDENTS’ READING ABILITY: Approximate Reading Instructional Level TEXT PASSAGE Source Pages Students or Group Content-learning INSTRUCTIONAL 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 Questions What 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

6. 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 web OTHER 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 Comprehension INSTRUCTIONAL OBJECTIVE STUDENTS’ READING ABILITY: Approximate Reading Instructional Level 8 th grade TEXT PASSAGE Source Pages Text 53-58 Students or Group 4th period Science Content-learning INSTRUCTIONAL 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 Questions What 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? YESNO 4 Event SequenceX Explain basic steps to photosynthesis process X X X X Sam (3 rd grade level reader) pair with peer- partner Fred March 3

7. 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 web OTHER 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 Comprehension INSTRUCTIONAL OBJECTIVE STUDENTS’ READING ABILITY: Approximate Reading Instructional Level TEXT PASSAGE Source Pages Students or Group Content-learning INSTRUCTIONAL 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 Questions What 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