3. Co-Construct and Instruct

Teacher Co-Construct
https://drive.google.com/file/d/0B-fQiC1sfoIFamVaQXJaWHBralE/view?usp=sharing

Student Examples
https://drive.google.com/open?id=1eiH7lJLinEzNFZaOoF665LwfczjGy66Y

Teacher Script - p. 1
Student Co-constructed Copy - p. 3
https://drive.google.com/open?id=0ByMbEv8gQxvaMFhUTUtONFF6WGZka05XZ1BnWWVwWjA3X0ZN

https://drive.google.com/open?id=0B3aIpuTxAGjxUFE3dkdzamoycG8-

These are the "blown Up" versions that I used to have the students sort.

The link to our teaching video is here:

https://drive.google.com/drive/folders/0B1QkIeJfdYTydlF2VGMxcnNIMW8

In using the Concept Mastery Routine with nonfiction and fiction, I wanted to illustrate the characteristics of both in hopes that the students would be able to read a passage, see the characteristics, and identify it as nonfiction or fiction. In explaining this with the students during the Cue portion, I pointed out that as they read passages on the SOL test, they are not specified as nonfiction or fiction. They need to be able to identify which one it is to aid in their comprehension of the passage and be more successful on the test.

As we completed the Concept Mastery Routine together, the students used prior knowledge to develop key words. I also reminded them of various passages we had read to help them think of new key words. Once we completed this section, they worked in small groups to classify these key words, and then we came together as a whole group to check their work. I had them do the same with creating examples and nonexamples. I then gave them new items to practice with individually and checked them as I walked around the room. I had to give them more guidance in developing the definition to be sure it included all of the vital information. 

Since we have completed these Concept Mastery Routines, each time we read a passage, I ask the students to look for the characteristics and identify the passage as nonfiction or fiction. It seems to have greatly increased their understanding of the two.

Cue - Students were told that they would use the CMR to complete Concept Diagrams for nonfiction and fiction in aiding reading comprehension.  We did separate diagrams for each.

Do - As a class, we co-constructed Concept Diagrams for reading comprehension of nonfiction and fiction separately.  By doing this, students were able to recognize the differences in characteristics for each.  

Review - Reading Comprehension was the targeted concept for this lesson.  By going through the process of completing the Concept Diagrams for both nonfiction and fiction, students can focus on the various characteristics presented in reading passages to determine if they are nonfiction or fiction.  Once they are able to recognize if a passage is nonfiction or fiction, they can use the characteristics they have identified to better understand what they are reading and apply this knowledge to correctly answer questions when assessed.