Three Phase Plan with “A Day in Space”

Here’s an example of a lesson I gave using the three-phase  learning plan that I introduced in the last blog entry. The source is an article from entitled “A Day in Space” (posted by NewsELA). This lesson might be used with 3rd-5th grade students or striving middle school readers. Below is a link to the filled-out plan. There’s so much of teaching that I can’t get into a “lesson plan,” though, so below is a more detailed explanation of what happened in each phase.

Three Phase Plan Day in Space

Phase One – Meet the Source

The teacher and I gave the students a hard copy of the article to read as a whole.  I started the lesson with this synopsis:

This article is about how astronauts live and work in space. One of the main ideas in this article is that astronauts do some of the same things we do, but in different ways. Let’s preview to see what we think some of those differences might be.

I also introduced the vocabulary word “hygiene” which was the topic of one section of the article entitled “Hygiene in Space.” Here are the four steps I used to introduce this word:

  1. Introduce the definition: Hygiene – the practice of keeping yourself and your surroundings clean and, as a result, healthy
  2. Help students associate: Thumbs up/down: Are you practicing good hygiene when you brush your teeth? Are you practicing good hygiene if you never wash your hands?
  3. Help students expand their understanding with Turn & Talk: Think of a way you practice good hygiene. Turn & talk about it with a partner. You might start with “I practice good hygiene by…”
  4. Link to text: There is a subheading in this article that says “Hygiene in Space!” What do you think the author will be explaining? Do you think astronauts practice hygiene the same we do?

I set the purpose for reading by saying, “As you read this article, think about this question: How is the astronaut’s day in space similar to and different from yours?”

Then the students read. The teacher and I circulated, leaning in to confer with individuals. I closed the lesson by asking small groups to discuss the following questions:

  • What did you learn about how astronauts do things differently from us?
  • What else did you learn that you found interesting?

Phase Two – Meet the Strategy

During the following lesson, I introduced the pasta analogy and then engaged the students in underlining and annotating the section entitled, “Hygiene in Space!”  Our guiding question for determining what to underline and jot in the annotations was, “How is living in space different than living on Earth?” This may seem easy, but during Phase One, when I asked this question, I got answers like, “Their toilets are different.” I DID NOT get details about the difference, though. Students did not share how the toilet is set up like a vacuum cleaner, etc. By reading closely and stopping to think about specific details that we determined were important, I was hoping to deepen the students’ understanding of this difference.

After we annotated this section together (my notes were projected with a document camera), student partners chose an additional section to read and annotate (with the guiding question in mind). Then individuals chose yet another section to work on independently. The teacher and I circulated and conferred, coaching students in how to annotate their thinking.

We closed with a conversation:

  • Let’s use our notes to help us describe the differences between living in space and on Earth.
  • What do we think about what we learned? Would you want to be an astronaut at the space station? Why or why not?
  • What did we do to read and learn strategically today?

Phase Three – Meet the Purpose for Responding

This was the prompt for the written response:

Would you want to be an astronaut who lives and works on a space station? Why or why not? Use what you learned from the article about the different ways astronauts do things and how this information has influenced your thinking.

I introduced and defined three vocabulary words students could use to describe their thinking: fascinating (def: very interesting), challenging (difficult but worth trying because you’re interested), exasperating (extremely irritating, annoying). The teacher and I decided to give the students these vocabulary words as a tool for helping them respond more thoughtfully.

I modeled choosing one and listing details (as a plan for writing) from the source that supported this; then I coached them in doing the same.

Then I drew the students into a conversation and they helped me compose a sample response. This is shared writing. Then I coached in them in writing their own responses. Later I would read their responses and write a short note to each student. Below are a few examples of what the students wrote.

This was the first of a series of three-phase lessons focused on sources about different careers—app developers, animators, bee keepers, interpreters for the deaf and so forth. I’ll try to blog more on that soon.

If you try the three-phase lesson with “A Day in Space,” I’d love to hear how it goes!

Hope this helps.


Three-phase plan for learning?

Below is a guide I’ve developed for planning and teaching with informational sources. Each “phase” can be one or more lesson periods (20-40 minutes) based on the needs of your students. My hope is to make teaching with informational sources (texts, video, infographics, etc) more manageable. There’s so much we can do with these sources, but there’s value in a regular routine focused on helping students develop a deeper understanding of a source (guided reading/writing of sorts ;). This plan tries to provide a model for that.

During Phase One, you introduce the source to the students and they have an opportunity to read, view or listen to that source. As they engage with the source, you lean in to confer and check for understanding. Then you close with a discussion of the content they learned. Your goal is for the students to get a grasp of the source as a whole.

During Phase Two, you teach a strategy that supports students in closely reading-viewing-listening to a part of the source or if the source is short, the whole source. An example of a  strategy is teaching the students how to self-monitor by coding for what they already know, what’s new information or what they do not understand. Another strategy is using the pasta analogy to help students determine what is important as they underline and annotate a source for evidence that supports a main idea. This may occur with only a part of the source. Chances are–if the students understand a part of the source really well, they will understand the whole source better.

During Phase Three, students write or create a response to the source. This can be very short–a few sentences or a quick sketch of an infographic or it can be a little longer like a letter or they might just practice discussing in detail what they learned–orally responding. This serves to deepen their understanding of the source.

What I’ve given you are the basics. There’s so much more I’d like to say, but hope to blog about. (I’m also working on a new edition of my first book Close Reading of Informational Texts due out next fall that will include more details.)

Below is a draft of a lesson plan template that you might use as a guide. I hope to blog in the near future about specific lessons I’ve given that use this template.

3 phase plan for learning 10_29_18


Hope this helps. Would love to know what you think.





Helping Students Get the Most Out of Video Sources

I’ll never forget the first time I taught students to unpack the information in a video clip. It was in a classroom studying ecosystems. I found the perfect clip. Two minutes! The content answered our essential questions. It was fantastic!

Yeah, right 😦

When I sat down to plan, I realized how complicated this was going to be. We can say a lot in just a few seconds. This video clip is at In just the first 15 seconds of the video, there is a definition of the term ecosystem:

An ecosystem is a community of living things interacting with the non-living parts of their environment.

In the next 15 seconds, the narrator says this:

There are two primary parts of an ecosystem. The biotic part is made of all of the living things, like plants and animals, fungi, and bacteria and viruses. The abiotic part is made of non-living things, like rocks and minerals, water, and energy.

And while she’s saying this, a chart appears on the screen with the words “biotic” and “abiotic” and examples for each.

Geez. That’s a lot for students to grasp in just 30 seconds! The students would have to process what they were hearing and seeing–very quickly. I knew we had to do this because video has a become a regular source of information for students and it’s a critical component of national assessments.

Here are a few suggestions based on what I’ve tried and learned since then (with some thoughtful colleagues and patient students):

  • Students need a guiding question(s) to help them determine what is important in the video. Set a very clear purpose for gathering information from the video. Ask a question or a series a questions. Or ask the students to generate questions. Students can use this question or purpose to help them determine what information in the video is important. Examples of questions include: What are the essential components of an ecosystem? How did the social activists take risks? What was the effect of the Supreme Court decision?
  • First, watch/listen to the whole clip. The students need to get a feel for the clip as a whole and start thinking about how it answers their questions.
  • Then watch the clip again and ask students for a “thumbs up” when they hear content that helps them answer (one of) the guiding questions. With the first group I taught, this was about 12 seconds into the clip. What I found, though, was that they knew the question had been answered, but they didn’t process the content enough to paraphrase what they’d learned.
  • Make it okay to view/listen to that section of the clip again and again and again. Make it okay to “rewind” and listen to a chunk of the clip a few times to try to fully grasp what is being said and revealed.
    • The students may need to watch the clip and then repeat what they just heard.
    • Then they may need to watch it, think about it some more and turn and talk to a friend about what they learned.
    • Then they may need to watch it one more time and write notes about what they learned. 
  • Prompt students to listen AND watch the video; to glean info from the visual parts of the video as well as the auditory. The students I was working with in that first lesson were working so hard to listen that they completely missed the diagram in the video. They also needed to glean information from what they saw in the video.
  • Make it okay to just use a part of the clip. In the classroom studying ecosystems, we were exhausted by the time we processed the first twelve seconds of the video. I felt like they had used that section well and we needed to move on to other sources. Teach students to determine an important part that they are really going to focus on processing.

Okay. Hope this helps.


When kids ‘mumble read’ a word they don’t know…

A few weeks ago I was in a conference with a student reading a book about the sea lizard. When he came to a word he didn’t know, he mumbled the word and kept going. Do you have students that do this? These students are self-monitoring but they lack fix-up strategies. They know when they don’t know a word, but they do not know how to figure out that word.

When he finished the sentence, I asked him, “What was the tricky part?”  After he recovered from the shock of my question – because he’d been secretly hoping I wouldn’t notice his miscue–he pointed to the word burrow.

Then I said, “What can you do?” He was at a loss.

I could have started this conference differently, but these first two questions are super important. By asking him “What was the tricky part?” I am messaging that productive readers self-monitor for problems, for when meaning is breaking down. If the student says there was no tricky part, I ask him to read it again and usually he notices a tricky part or he may fix his error. (If he doesn’t…well, I have more to say about this in the next blog entry.) By then asking him, “What can you do?” I’m messaging that when we notice meaning breaking down, we need to do something.

When he didn’t know how to figure out the word, I prompted him, “Can you use your finger to cover up the ending? And think about the first part of that word?” He did this and read the chunk “fur.” Notice my finger has not been in his book yet. It’s better that I get him to do the work instead of me.

When I asked him about the second part of the word – row, he said he didn’t know that part. I realized he probably didn’t know what sound “ow” makes in that word. I also knew that he probably did know other words with “ow” so I wrote the word snow on a scratch piece of paper. (I did not write how 😉

“Do you know this word?” He responded by reading snow.

Then I asked, “Can you use this word to help you read the second part of that tricky word?” 

His eyes lit up. “ROW!”

“Now read those two parts together.”


I could have stopped there, but I believe after we help a student decode a word, we MUST ask them to reread the sentence it’s in and think about the meaning. So I said, “Let’s go back and reread the sentence with burrow and think about what it means.”  Then we reread and used context clues to figure out the meaning of the word.

I have never blogged on how to help students with decoding while reading informational texts, but this type of experience has been popping up in my practice a lot lately. Just thought I’d share.

Hope this helps.




“jaws open and close like a pair of pliers” – Teach Students to Recognize Comparisons in Nonfiction

Authors of nonfiction frequently use comparisons to help readers understand content. When I teach students how to notice and name these comparisons, students light up with understanding. Below is a description of a lesson I gave with a group of intermediate grade students. There are three phases to the lesson and the lesson might take more than one period of time.

Phase One: Introduce, Read, Discuss

I introduced Spiders by Seymour Simon and read aloud several pages at different points in the book. (You don’t have to read the whole book.) I placed the book on the document camera so they could see the amazing photographs. After you read aloud a page or section, you might ask students to turn and talk with a partner about what they learned from the read aloud.

Phase Two: Close Read and Take Notes

  1. Introduce the concept of “nonfiction authors use comparisons to help readers understand” and the definition of “compare” or comparison. I thought I might teach “metaphor” and “simile” but found that, in this case, using “comparison” was the easiest way to help students access this concept. Below are photographs from a lesson I gave. You can see that the objective for the lesson included identifying comparisons author’s use. The second image is the definition I wrote of what it means to “compare.”                                                         
  2. Closely read and annotate excerpts of text from Spiders that include comparisons. There are LOT of comparisons in Simon’s books. (Here I’ve attached a doc with a list of examples from Spiders– Examples of Comparisons in Seymour Simon’s Spiders.) One example in Spiders is “In most spiders, the jaws open and close like a pair of pliers.” Read a few together and begin to identify and discuss the comparison. Important questions to ask students include:
    • What two things are being compared? (how a spider’s jaw opens and closes; how a pair of pliers open and close)
    • What is the characteristic of these two things being compared? (how they work or operate)
    • Why do you think the author made this comparison? Or what did you understand better because of this comparison? (This comparison in particular helps the reader visualize the way a spider opens and closes its jaws. This is good to know and understand because a few sentences later Simon contrasts “most spiders’ jaws” with that of the “tarantula” with that has “fangs like two daggers.”)
  3. Release responsibility to partners or individuals to locate the comparison and discuss the three questions; they might annotate or take notes on at least two different comparisons.

Phase Three: Plan, Rehearse, Write

  1. Ask the students to choose a few comparisons to write about in a response. They might jot   notes on a sticky note.
  2. Engage the students in orally rehearsing how they will describe these comparisons. They may need sentence stems like “The two things the author compares are…”    or “The author is comparing…”
  3. You may need to engage in shared writing about one comparison as well. Below is a photo of shared writing I did with the students using the document camera. 
  4. Ask the students to write about an additional comparison or two on their own.  The rehearsing and writing was tricky for the students. They did not have the language for talking or writing about comparisons they’d read in a text and needed a LOT of prompting!

Beyond the Lesson: Independent Practice

Provide opportunities for students to enjoy reading and hunting for more comparisons. Authors of nonfiction use a lot of comparisons to describe all sorts of topics – animals, simple machines, weather, etc. You might provide an opportunity for students to read other of Simon’s books or other authors like Nic Bishop and to keep an eye out for comparisons they can share with each other.

BTW – I’m playing around with these “three phases” and a lesson plan template. Hope to post soon.

Hope this helps.



Do your students make informed predictions? Quick Assessment Tip.

The start of the school year is a great time to informally assess whether our students are making informed predictions about the informational texts they are reading–predictions that will move them forward in understanding the author’s big ideas.

What do I mean by “informed”? Check out this Scholastic News article – Invasion of the Drones.

If you handed this to a student and asked them to make a prediction about what the text will be about, how many of your students would say the following:

It’s about drones.

It’s about the invasion of drones. 

It’s about some army guys flying a drone.

Or how many of your students would say something like the following:

Well, when I read the title it made me think there are going to be more and more drones. And when I read the deck underneath the title, I realized that there might be some cool things you could do with drones like deliver pizzas, but there might also be some problems. Then I also noticed that one of the subheadings is the word “safety.” So I think that the author is going to talk about all of the things we are doing with drones and then some of the problems with drones.

The latter response is a prediction that is informed by information the student gleaned by looking at the features and thinking about what she will be learning about. This prediction is going to carry this students forward to better understanding of the text. 

Need a quick way to assess? 

  1. Hand out an article (like the one about drones) or ask the students to access one online and then ask them to preview the article and jot down their predictions on a small piece of paper.
  2. After they are done, ask them to add a sentence or two about how they figured this prediction out. What makes them think the text will be about this?
  3. Gather and analyze. What does the student’s prediction reveal about their skill in making informed predictions? You might consider the following:
  • Does the student just restate the title of the article?
  • Does the student write a prediction that is not based on evidence in the text?
  • Does the student only rely on photos to make a prediction versus using infographics, subheadings, captions and so forth?
  • Does the student use the photo and even the title, but clearly misunderstands what the article is going to be about?

If the answers to the above questions are mostly “yes,” you may need to lead a few lessons focused on helping students preview the text to make informed predictions. If you know me, you know what I’m going to suggest next–use the THIEVES, HIP, or TELL mnemonics to help students get started.

The following blog entries (that I’ve written in the past) explain introducing THIEVES.

Start the Year with HIP, THIEVES, or TELL…

Start the Year with THIEVES and a Clear Purpose for Reading

Rethinking the use of THIEVES

I’ve also attached here a bookmark my colleague created. Thank you, Meghan!!!!


Hope this helps.


“I can do this” – Suggestions for Interactive Read Aloud

Miss Colfax’s Lighby Aimée Bissonette.


Read this aloud to your students and they will be struck by the strength of an unsung hero. A recipient of the ILA Children’s and Young Adults’ Book Award for Nonfiction, this compelling narrative tells the story of Harriet Colfax who was the lighthouse keeper for the Michigan City Lighthouse for forty-three years beginning in 1861. The work was back breaking and intense, but Harriet persevered until she retired at the age of 80. The author uses a repetitive phrase stated by Colfax, “I can do this” to reveal how determined this woman was even when the city asked her to also tend to a beacon light located at the end of a catwalk which reached 1500 feet out into Lake Michigan.

Suggestions for an Interactive Read Aloud in Grades 2-4:

  • Before reading aloud the book, take a few minutes to build background knowledge. You might do one or more of the following:
    • Locate Michigan City, Indiana and Lake Michigan on a map
    • Identify the years 1861 and 1904 on a timeline so children can think about how long ago this story took place
    • Look at images located on the Internet of lighthouses from this period. Several similar images come up when you search “lighthouses Michigan City Indiana.” Many of these images include a “catwalk” which is described in the book.
    • Add to the discussion by sharing an image of the lighthouse in a storm and ask, “What would it be like to walk on a catwalk out to this lighthouse during a storm?” (You can locate images by searching “lighthouse Michigan City Indiana storm” on the Internet).
    • Discuss the definition and purpose of a lighthouse. A kid-friendly definition might be: a tower or building with a very bright light to help ships avoid dangerous areas.
  • Read aloud the book a first time, mostly without stopping so students can enjoy the book and begin to get the gist.
  • As part of a second read aloud, ask the students to turn and talk with a partner or in small groups at particular points. Examples of stopping points and prompts for discussion include:
Page Questions for Small-Group Discussions
“Night after night, Harriet climbed…” What does the author describe on this page? Why do you think the author told us that Harriet said, “I can do this”?
“Over the years, Harriet’s lighthouse duties grew…” If we look closely at the illustrations on these two pages, what do we learn about Harriet and her job?
“All that night Harriet paced the lighthouse floors…” What do you think the author means when she writes, “Harriet would not let them down?”
  • Engage the students in writing in response to a part of the book that reveals how Harriet persevered. A student-friendly definition for “to do continue doing something even if it’s hard.”
  • Ask small groups to write and perform a short script for one scene in the book or to imagine a scene that is not in the book but is based on what they learned from the book.
  • Provide an opportunity for more advanced readers to compare the information on Colfax at with the book.
  • Leave the book on display in your classroom library for students to read again on their own.

Congrats to the new author Aimée Bissonette. Looking forward to her next book!


End of the Year – Immerse Students in Fun Nonfiction

Figuring out how to keep students engaged in learning until the last minute on the last day of school? I know you have lots of tricks in your back pocket. Just want to put in a good word for immersing your students in “free reading” of high-interest nonfiction. Below I’ve shared some tips and a few favorite authors & titles.

A Few Tips

  1. Make a grand display with dozens of books. The photo above is from a third grade classroom (thanks, Cate), but you could do this in any classroom grades k-8, huh?
  2. Book talk titles and read aloud a few pages.
  3. Stand in a circle and do a book pass. Ask students to stand in pairs in a large circle. Give every pair a book. Set your timer. They browse and chat for thirty seconds and then pass the book to their left (or right). After their done, they choose a favorite to keep reading (with a partner or independently.)
  4. Help students find books they’d be interested in.
  5. Encourage students to engage in quick, informal conversations with their peers about what they liked about or learned from a book.
  6. Find books at the public library. I know a lot of librarians are taking inventory. If you need books, raid the public library shelves. You don’t have to look for specific authors. Find the shelf with frog books and take them all!
  7. Most importantly – encourage the students to have fun–talking, sharing, reading, learning.

A Few Authors/Titles


BOOKS ABOUT FAMOUS PEOPLE including Barb Rosenstock’s playful versions of historical figures like Ben Franklin and Theodore Roosevelt


Hope this helps.

BTW – Sorry I’ve been absent for awhile. I am finishing a manuscript for Heinemann. Hopefully the book will be out next winter. 🙂





Orally rehearsing with key words can boost writing

Do your students struggle to compose sentences about nonfiction topics that make sense or sound right? Do they lack structure at the sentence and paragraph level? Here’s a few tricks I’ve been trying with small groups of late-early and transitional stage readers.

As part of a conversation generate key words they will use to orally rehearse and then write. I’ve started including a key word for the introductory sentence and the closing sentence as well. The “conversation” aspect of this is important. I position the students as writers with a clear audience. With late-early stage readers and the book Beetles by Edona Eckart, the students and I generated the words many kinds, glow, wings, colorful, interesting. I started the conversation by saying, “If we were going to write about what we learned, how would we start? Then what would we say?” (I don’t say, “Let’s list five words we will use.”) When a student shares a sentence aloud (after I coach or scaffold as needed), then I say, “What’s a key word from that sentence that we can write down to help us remember what we want to write?”

The photo below is from the lesson with the book Beetles. Each of these words would be used in a sentence to compose a response to the prompt What did you learn about beetles in this book?

With a transitional stage group reading The Future of Flight by Anna Harris (part of McGraw-Hill’s Wonders), the students had done a close reading of the two pages about the myCopters (small flying vehicles). The prompt for writing was “In a letter, convince someone in your family to buy a myCopter instead of a new car.” Our key words – included believe for an introductory sentence and please for a closing sentence. I started the conversation by saying, “If you are going to convince someone to buy a myCopter instead of a car, what do you want to say first?”

Then model for the students how you might use each key word to compose as sentence and draw them into orally rehearsing. So I said to the students, “Listen to me as I use these words to help me practice what I will write. I’m going to use the first word…There are many kinds of beetles. Who can compose a sentence with our second key word?”

As students practice using the key words, gently push them to use correct syntax or sentence structure. You might say, “That was tricky. Did that sound right? Let’s think about how we can make that sound right.” I had a student write “The weedy sea dragon has features that help it survive from predators.” I talked with him about how the sea dragon’s features help it avoid or escape predators and then together we revised his sentence aloud until he had the hang of it.

Ask them to practice with a partner. Students can alternate – composing sentences with every other word.

Encourage them to elaborate further (aloud) if they are ready. One student reading Beetles wanted to add details in the sentence with the key word “colorful” about the different colors of beetles. I told her “Go for it!” The key words are just triggers for remembering what they learned so if they can compose a more complex sentence or add additional sentences – yes! This also encourages students to make the writing their own and not just copy what other students are saying or writing.

With some students, after we rehearse, I ask for a thumbs up when they know what they are going to write for their first sentence. I ask each student to rehearse aloud and then I give them the “go” to start writing. Sometimes they will simply say what the student said before them – that’s okay. The writing becomes more their own the further they get in to it and the more frequently we engage them in doing this kind of guided writing, the risks they will take.

This works best in small groups. The lessons here were done as part of guided writing – which takes place after 1-2 guided reading lessons (20 minutes each) focused on reading and learning from the book.

If I’m working with a whole class, I use this approach to writing during individual conferences. I ask the student to tell me what they are going to write next. If they need me to, I jot down a few key words on a sticky note–from what they said.  Then, if I feel like they need additional kind of support,  I say, “How can we put this in a sentence? Let’s try this aloud.”

Hope this helps.