Reading to Learn Lesson Design

Brooke Evans

Rationale:  Comprehension is the ultimate goal of a student's reading development. Reading for comprehension means that a student is no longer focused on decoding skills but instead are concerned with the actual meaning of what their reading. In order for beginning readers to reach this goal, it is important for them to be able to learn and practice how to summarize. In this lesson, students will practice summarizing which is one of the many comprehension strategies. The students will practice summarizing by selecting and remembering important information and eliminating other unnecessary details. After learning how to use this skill, student's will be on their way to becoming better readers!





Small Square pieces of poster paper

Article on "Honey Bee Mystery"

Large Chart paper with a web drawn on it

Checklist for each student containing the following:

Understanding the passage

Recall important fact about the text

Delete repeated information

Deleted unnecessary information

Select a topic or main idea

Invent a topic if one is not already presented




1 I will start this lesson by discussing what summarizing is and why it is important for the reading process and comprehending text. "Can anyone tell me what the word summarize means?" I will give plenty of wait time for students to think about what the word may mean. "When we talk about summarizing something, we are saying to take out the main/most important points of a passage and put them together to create the summary. A summary is a description of the main parts in a story. Today we are going to learn more about summarizing passages and practice summarizing passages together as a class!"

2 "One important part to summarizing a story is reading alone and independently asking yourself questions about what you're reading while you read. I am going to read a short passage and show you how I'll ask myself questions while I read this short story." After I finish modeling to the student's how to ask questions and what kinds of questions to ask, I will pass out the short article on "Honey Bee Mystery." "Now I want you to read this story on honey bees and practice quietly asking yourself questions while you read. Booktalk: This article is about the lives Honey Bee's and how they help plants produce fruits and nuts by carrying pollen to one plant or flower. The Honey Bees have been all of a sudden dying and not producing as much pollen to certain plants. You'll have to read to find out what is happening to these honey bees!  Don't forget to focus on the main points. When you are done, I want you to rest your head on your desk so I'll know when everyone is finished."

3 "Now that everyone is finished reading, let's talk about the article together. I am going to draw a web on the chart paper to help us organize our thoughts and main points from the article. Can anyone tell me where I should write the main topic in our web? Great! It does go in the middle! What should the main topic of our story be? (Honey Bee's) Awesome! Now let's discuss the main points on the story." While they tell me their ideas, I'll record their responses on the web. "We can use this web to help us summarize the story by making sentences out of some of our responses.

4 "Now I want you to create your own web! I am going to pass out another article called "Polar Bears Listed as Threatened." I want you to read the article and make a web just like we did with Honey Bee's. I'll pass out small pieces of poster board and markers for you to draw your web on."


To assess the student's comprehension by using the summarizing strategy, I will monitor them while they are working on their webs. I will also print off the article "Polar Bears Listed as Threatened". I will ask them to read the article and summarize what they read. I'll have them turn in their summaries and I'll complete the following checklist for each child:




Did the student clearly understand the passage?



Did the student find the topic or main idea



Did the student recall important facts?



Did the student eliminate information that was unnecessary or repeated?





References: By: National Geographic By: National Geographic

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