How to Actively Read

Lesson Plan Title: How do you Actively Read?

Concept/ Topic: Reading and Understanding Literature
Colorado States Standards (Fourth Grade): Standard: 2. Reading for All Purposes: 1.
Comprehension and fluency matter when reading literary texts in a fluent way

Lesson Goals: Required Materials:

Teach students how to read a piece of Reading materials
work while marking and making comments Highlighters
while they read Pencils
This lesson will help students better Audio players and headphone (not
students what they read required)
It will help this develop a purpose for why Powerpoint presentation
the read.

Anticipatory Set (Lead-In):

In your journal answer these three questions in detail:
What do you think it means to actively read?
What does it look like to actively read?

Step-By-Step Procedures:
Write on the board of definition of annotating (also called actually reading). Ask students
how they would show annotation.
Definition according to Merriam-Webster: : a note added by way of comment or
explanation
Definition according to Oxford Dictionary: a note of explanation or comment added by a
text or diagram
Use the powerpoint presentation to show students how to create annotations, comments,
questions, highlighting and marking the text
Split the class into groups and give them an article to actively read together.
After the groups work together, project the story on the front board and read through the
story again as a class.
Then have each group come up and mark on the front board what they thought was
important based on their discussions.
As a class, make a list on the board of what people annotated and what is important to
make note of when they read.

Student Practice (Group/independent): Students are divided into groups where they are told to
read through a text highlighting what they think is important. In the groups they need to discuss
what they think is important and debate what needs to be highlighted. Make sure that all students
in the grow are speaking. Help student understand how to listen to the opinions of others. Do this
my walking around the class and asking questions as the students work. Students will read the
same article as in the above objective lesson.

Closure: Based on the class discussion, have students make a notecard with the steps on what
they should annotate.They can copy the list from the board or write some of their own.
Encourage students to add color and make the card personal. This way they can use it as a
reference in the future and for their homework.

Assessment/Evaluation:
For homework students will be given another article. They will need to turn it in annotated.
Students will then be required to write about the article as a warm up the next day.
Warm-up question: What did you learn from the story?

Works Cited
https://www.merriam-webster.com/dictionary/annotation
https://www.oxforddictionaries.com/
http://www.readworks.org/books/passages?keys=&grade=41&lexile%5Bmin%5D=-1&lexile%5
Bmax%5D=2201&domain=All&fiction_or_not=fiction&skill=All