Reading Strategy Lesson

Teacher: Kyla Swanson

Grade Level: First Grade
Date: 21 February 2018
Format: Small Group
Individual
Small Group
Individual
Small Group
Individual
Individual
Small Group
Guided instruction (including listen to
reading/read to someone) in the middle of
gradual release model
Strategy: Comprehension, Instruction, Questioning,
Visualizing, Inferring
Objective/Purpose/Instructional Goals: Introduce the concepts of questioning,
visualizing, and inferring. Emphasize
the importance of including these
skills in reading. Students will be able
to form their own questions, use
pictures to understand the text, and
read between the lines and make
inferences about the author's message.
Texts/Resources/Materials: Book Dogger by Shirley Hughes
Puppet Dog
3 cut out umbrellas (one for
questioning, visualizing, and inferring)
Color pens/pencils
Paper to draw pictures
Sticky notes to write questions and
answers
Assessment(s): Pre-Assessment: Asking what student
knows about questions, visualizing,
and inferring, student writes down
words that come to mind when they
hear/read the specified words.
Formative Assessment: Student will
place sticky notes with a "?" on pages
where they have a question. Student
will be asked to visualize scenes and
verbally say what they can
hear/see/smell. Student will be asked
to infer why a character may be

Brief outline (Activities):
feeling a sad/happy/mad/excited.
Student will infer why author may
have included this information the
text.
Summative Assessment: Student will
be asked to form any remaining
questions they may have regarding the
text. Teacher will read part of the
passage and student will be asked to
draw a picture representing it. Student
will be asked to provide evidence to
the statement: Dave cared a lot for
Dogger. Student will be able to review
the book and point out parts that
support this statement.
1. Pre Reading: Teacher will lay out the
three umbrellas with the words questioning,
visualizing, inferring. Student will be given
sticky notes and write down words that come
to mind for each respective word.
(Background Knowledge, Writing)
2. Teacher will introduce student to Dogger,
the puppet and ask student if they own any
stuffed animals. If so, how do they feel about
their animal? (Background Knowledge)
3. Teacher will show student cover of book
Dogger and ask student to write down
questions they may have concerning what the
book may be about. Student will be asked to
infer what the relationship between the dog
and the boy may be about based on the
picture. Teacher will also introduce new
words: Anxiously (Background Knowledge)
4. During Reading: Teacher will read story
to student with purpose of questioning,
visualizing, and inferring in mind.
a. Questions to keep in mind: Close your
eyes, what do you see, smell, hear,
touch? What does this picture tell
you? Based on the pictures or text,
what can you tell us about how Dave
is feeling? How do you know? Do you
have any questions? Were any of your
previous questions answered?
(Guided Reading: four blocks;
Listen to Reading: Daily 5).

NOTES *Use this area to jot down any notes
about the strategy or lesson.
5. Post Reading: Teacher will give the book
to the student and student will write down a
"?" on sticky notes and place them on pages
where they have any remaining questions.
Student will share with teacher (Work on
Writing, Independent Learning, Reading
to Someone)
6. Teacher will read passage of book to
student and student will be asked to draw a
picture representing the passage. (Listen to
Reading, Drawing)
7. Teacher will ask student to find evidence to
support statement: Dave cared a lot for
Dogger. Student will be allowed to reread the
book to find passages that support this
statement. Student will copy down evidence
on paper. (Reading to Self, Selected
Reading, Work on Writing)
8. Student and Teacher will discuss what they
have learned and how they can use these
skills in their daily lives, and not just while
reading.
Questioning: ask questions about a given
context, could be to raise objections, or asking
for clarity.
Visualizing: imagine, form a mental picture,
or make something visible
Inferring: makes conclusions based on
evidence, form reasons for why certain
decisions are being made.
Student will be encouraged to read deeper and
between the lines all while relating the story
to their own life and forming connections.
They will be able to make the story personal
by visualizing themselves in the shoes of the
character and making inferences as to why
certain decisions are being made.