Comprehension Lesson Series for Fifth Grade

Lesson 1
A. TITLE/TYPE OF LESSON- Reading Comprehension: Using Background Knowledge
and Schema
B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD
Fifth grade students are prepared to learn about background knowledge and schema, as
this lesson will simply expand on their prior experiences. The students have been
exposed to this concept before and have begun to make connections during reading. This
lesson is appropriate for the students because there is always room to improve
understanding and they can begin to evaluate their schema. Fifth grade students have had
many prior experiences through school, home life, extra curricular activities, etc. to be
able to build upon.
C. LEARNING OBJECTIVES
Students will understand
schema and how prior
experiences enable them to
make connections during
reading.

Students will know what

schema is and be able to
connect prior knowledge to
newly learned information.

Students will be able to

recognize what their schema is
and verbalize their schema
versus unknown knowledge.

D. ASSESSING LEARNING
Students will explain their prior knowledge or personal thoughts when they hear the
given word. Each student will write his or her idea on a note card to share with the
group. The students will then explain their thought process and as a group, they will
discuss their similar and different ideas. Their understanding will be assessed through
their written and verbal answers and responses. Students will be able to identify and
label their schema to evaluate complete understanding.
E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL
STANDARDS if required)
5.1
5.5
5.4

The student will listen, draw conclusions, and share responses in subject-related
group learning activities.
d) Communicate new ideas to others.
The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction, and poetry.
a) Describe the relationship between text and previously read materials.
The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.

F. MATERIALS NEEDED

- Song print out (Brylawski)

- Sticky notes (Brylawski/Trice/Students)
- Chart Paper (Brylawski)
- Markers (Brylawski)
- Pencils (Students)
- Highlighters (Students)
G. PROCEDURE

Preparation of the Learning Environment

- The students will be divided into three groups
- I will be stationed at a table in the back or side of the classroom
- I will lead one station during their rotation sequence
- Each group will meet with me every 20 minutes throughout the hour
rotation
- I will have the T-chart set up and materials ready for students

Engage -Introduction of the Lesson

- Students will see the T-chart, which is a graphic organizer they are familiar with.
-I will explain how we will be comparing a few different topics and explain that it
is okay if they do not know much about the topic when we begin.
- I will discuss the concept of schema and we will discuss it as a group.
- Have students repeat the concept of schema before moving on.
-Explain to students how we will be using song lyrics (similar to a poem) to relate to
and use our schema.
-Tell the students they may be able to listen to the song later
Implementation of the Lesson (specific procedures and directions for teacher
and students)
-Begin with the T-Chart.
-Give understood topic and have the students write what they know about the
topic on sticky notes.
-Students will place all prior knowledge sticky notes on the left side of the TChart underneath the heading.
-We will discuss prior knowledge and how they knew what this topic meant (i.e.
prior experiences, activities, etc.)
-Students will then be given unknown topic.
-Explain how if they dont know any concrete information, that they may list
questions that relate to the topic.
-What are things they want to know?
-Place SCHEMA word over what they knew on the left side and explain how they
do not have a schema for the right side because they have never had experiences to
familiarize them with the topic.
*It is a plan or a script of their prior experiences that allow them to remember and
be familiar with the topic.
*Give the students this scenario: If I was to ask if you wanted pepperoni
or cheese, what type of food am I referring to?

-How do you know this? You know this because it is a question

you have probably heard before, which was then placed into your
schema for later understanding.
-Move into song lyrics.
-Have students read lyrics.
Above grade level readers: Have students read to self.
On grade level: Break song into sections and alternate reading.
Below grade level: Read song to them and break song down.
-Have students highlight things they connect with.
(Text to self: connection/background knowledge/schema)
-Have students underline what they believe is unfamiliar to them.
-Have students talk with one another to share.
-Ask the students to share with the group.
Closure
-Ask students, What does the highlighted information on your lyrics paper
signify?
Students: Should know that the highlighted area is because of their background
knowledge and schema.
-Remind students that they should always be making connections and using their
schema when they are reading and during every subject.
-Expand on ideas they understand
-Explain concepts they are unfamiliar with, encourage the students to ask
questions.
Clean-Up (if required)
-Have students take their song lyrics sheet
-Clean up sticky notes to prepare for the next group
-Make sure supplies are replenished for the incoming group
-Clean everything up and put materials away after final group
H. DIFFERENTIATION
Varying levels of support will be needed during this lesson. For the lowest achieving
students, I will talk them through the beginning T-chart activity with examples and
provide addition support to students having difficulty. I will also read the song lyrics to
this group; taking ample breaks and providing additional think time. I will ask the onlevel group and above group to come up with examples similar to the pizza scenario,
based on things they know due to prior experiences. I will have the on-level group read
the lyrics to themselves or I will alternate reading with them. For the highest achieving
students, I will push them with more thought provoking questions to enable them to dig
deeper into their understanding of schema. These individuals will read the lyrics to
themselves before we discuss it as a group. I will also scaffold each group when
necessary to receive answers pertaining to the topic of schema and background
knowledge. Throughout the reading, I will continue to remind students that they should
be highlighting and underlining if they veer from the task.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU
DO ABOUT IT?
Students may not understand the topic of schema or become frustrated during the lesson.
If this happens, we will go back to the basics and build on information of topics they are
very aware of (sports, feelings, previous grade levels, etc.) Depending on students level
of frustration I can change the T-Chart topics to be more simplistic. If students do not
understand the wording in the song lyrics, I will read it to them and scaffold them into
using context clues.
We may also run out of time to complete everything planned in this lesson. If this
happens, we will continue the lesson on my following day at practicum before moving
onto the next activity.

Lesson 2
A. TITLE/TYPE OF LESSON: Reading Comprehension: Using Background Knowledge
and Schema Using Thinking Stems
B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD
I taught a previous lesson that allowed me to prepare the students for this lesson. In the
previous lesson I introduced schema and practiced this concept through the use of a Tchart activity. The students and I also worked through song lyrics, making connections,
and using schema. For these reasons, students will be prepared to make connections to a
longer text and use thinking stems. As fifth graders, they have previously made
connections to text, meaning they will be capable of using the thinking stems to make
connections in different ways.
C. LEARNING OBJECTIVES
Students will understand schema
and how their experiences relate
to text.

Students will know schema and

explain it.

Students will use sticky notes to

display their schema and make
connections.

D. ASSESSING LEARNING
The students will correctly use one or more of the thinking stems related to schema.
They will each make connections to the book using their prior knowledge. Students will
be able to articulate to others how and why they made their specific connection.
E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL
STANDARDS if required)
5.1
5.5
5.4

The student will listen, draw conclusions, and share responses in subject-related
group learning activities.
d) Communicate new ideas to others.
The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction, and poetry.
a) Describe the relationship between text and previously read materials.
The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.

F. MATERIALS NEEDED
- Schema Thinking Stems Anchor Chart (Brylawski)
- Individual Thinking Stem sheet (Brylawski)
- Wemberly Worried Book (Brylawski)
- Sticky Notes (Brylawski/Trice/Students)

- Pencils (Students)
G. PROCEDURE

Preparation of the Learning Environment

- The students will be divided into three groups
- I will be stationed at a table in the classroom
- I will lead one station during their rotation sequence
- Each group will meet with me every 20 minutes throughout the hour rotation
- I will have the anchor chart set up and the materials ready for students
- Each student will have their own Thinking Stem chart to use and have to remind
them about the thinking stems and help them remember to use them throughout
the lesson.

Engage -Introduction of the Lesson

- We will review what we talked about in the previous lesson
- I will have the students use the word schema and explain what it means
- I will then explain how we will be building on the previous
- I will them show them the book and see if they have already read it.
- If so, I will explain how that is okay and that it should enable them to
make more connections.
- I will introduce them to the Thinking Stems Anchor Chart and go over each
stem.
- I will explain how they will be writing connections on sticky notes and that they
need to use one of the stems when writing their connection.

Implementation of the Lesson

- I will go over each thinking stem and provide the students with examples.
-That reminds me of
- Im remembering
- I have a connection for
- I have schema for
- I can relate to
- I will explain expectations I have for the students while I am reading the book.
-Depending on group, there will be different expectations, but each group
will be asked to write connections down on their sticky notes as we go.
- I will begin reading Wemberly Worried.
- I will pause throughout to ask questions and provide examples of my own
connections.
-Ask questions such as the following:
- Do you worry in the morning or at night? What do you worry
about during these times?
- Too rusty, too loose, too high Does that remind you of
anything?... Perhaps another book or story
- Have you ever worried about friends not coming to a party?
- Did you ever worry about going to school?
- I will pause and let the students talk with one another about their connection.
- We will share connections as a group, as many students may have similar
connections.

Closure
- I will review the thinking stems with the students and ask them which one they
like using the most.
- Is there one you like to use the most? Why is that?
- Each student will take the Thinking Stems guide to keep for future reference.

Clean-Up (if required)

-Students will take their materials
- I will reset the materials for the next group
*When all groups are complete, I will clean up the table I used and put materials in
their respective places.

H. DIFFERENTIATION
During this lesson, I will have three different groups, which will all need varying levels
of support. For the below grade level students, I will pause more frequently while
reading and ask them what connections they are making. I will prompt them with the
thinking stems to help them make the connections and use their schema. For the on grade
level students I will also pause while reading, but I will not prompt these students with
the thinking stems. We will have covered the stems before reading, meaning these
students should be able to think about the text and make connections during the reading.
For the above grade level readers, I will have them raise their hand when they have made
a connection. If they do not do this, then I will pause and ask them to make connections.
I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU
DO ABOUT IT?
The students may be disinterested in the book if they have already heard it or read it. If
this happens, I will try my best to engage them through asking questions and asking them
to remember the story, which we can relate back to schema. Students may not enjoy
using the thinking stems. If this is an issue with the book, then I will have the students
begin by using the thinking stems to relate to various different things in their life. We
will then move into making connections with text.

Lesson 3
A. TITLE/TYPE OF LESSON: Reading Comprehension: Using Background Knowledge
and Schema Making Connections through Non-Fiction Texts
B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD
This will be the third lesson of a mini series on schema. By this time, students have been
introduced to the topic and worked with it through song lyrics and a fictional book.
Students have been able to make connections through these mediums, meaning they will
use the same skills when using their schema and making connections to the non-fiction
text.
C. LEARNING OBJECTIVES
Students will understand how
Students will know the meaning
schema enables them to make
of schema and how it relates to
connections with newly learned
prior experiences and
information.
knowledge.

Students will be able to connect

their prior information to their
newly learned knowledge
through the use of sticky note
connections.

D. ASSESSING LEARNING
Each student will write connections on sticky notes to display their personal connections.
They will also write information that is new to them, which they learned through the nonfiction text. To make sure students understand schema, they will have to connect their
new information to their prior knowledge, which should have been written on sticky
notes.
E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL
STANDARDS if required)
5.1

The student will listen, draw conclusions, and share responses in subject-related
group learning activities.
d) Communicate new ideas to others.

5.5

The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction, and poetry.
a) Describe the relationship between text and previously read materials.

5.4

The student will expand vocabulary when reading.

a) Use context to clarify meaning of unfamiliar words and phrases.

F. MATERIALS NEEDED
Connections Poster (Brylawski)
Sticky notes (Brylawski/Trice/Students)
Reading Passage (Brylawski/Trice)

Pencils (Students)
Highlighters (Students)
G. PROCEDURE

Preparation of the Learning Environment

- The students will be divided into three groups
- I will be stationed at a table in the classroom
- I will lead one station during their rotation sequence
- Each group will meet with me every 20 minutes throughout the hour rotation
- I will have the divided poster set up and the materials ready for students
- Each student will have sticky notes and pencils to use during the lesson

Engage -Introduction of the Lesson;

- I will introduce the topic to the students by explaining how they will be using
their schema today.
- We will discuss the topic of the passage and I will give the students time to think
about this subject
- I will then have the students discuss the topic with one another before moving
on.

Implementation of the Lesson

- Give the students time to write their personal connections onto sticky notes
-Depending on level ask them to write varying amounts (below: 2, on: 3,
above: 4)
- Have the students place their sticky notes on the top portion of the poster to
signify their schema
- Hand out the passage for the students to read. Depending on level, will
determine the scaffolding.
- Read the passage with the students
- Encourage them to write new information on sticky notes and place it at the
bottom portion of the poster.
- Once we complete the reading, as a group we will read all the new sticky notes
that the students wrote.
- While reading the newly learned sticky notes, students will be encourage to
think about what they knew before.
- As a group we will link the newly learned sticky notes to the previous ones

Closure
- We will discuss how the sticky notes connected and I will explain how these
connections were made through their schema.
- We will match the sticky notes between their prior knowledge and their newly
learned information.
- This visual display will help the students understand the lesson and tie
everything together.
- I will conclude by asking the students what they saw and asking them to remind
me what the word schema means.

- I will also ask them what they should be doing during reading, in which case
they should tell me that they should be making connections and using their
schema.

Clean-Up (if required)

- The sticky notes will be removed between each group
- They will all be thrown away at the end and any extra materials will be placed in
their respective areas.

H. DIFFERENTIATION
Varying levels of support will be needed throughout the lesson. All students will be able
to write on sticky notes, but I will ask students to write different amounts depending on
the group (i.e. below: 2, on grade: 3, above: 4). Students will always have the
opportunity to write more if they so choose, but this gives them a starting point for their
prior knowledge and newly learned information.
When reading the passage, I will differentiate the instruction. For the lower leveled
students, I will have them read, and then I will read. This will help them when
processing the information. For the on grade level students, we will take turns reading
alternating between them reading and then me reading. For the above level group, I will
begin them, but they will be capable of reading the passage to themselves. I will remind
every group to write their sticky notes and will scaffold the students to think about what
they know or what they read when writing their sticky notes.
I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU
DO ABOUT IT?
Students may know nothing about the given topic. If this happens, then I will ask them
questions and bring in my own experiences to help them to better relate. We may not
have enough time to get through all the planned activities. If this happens, I will make
sure the overall concept is covered and explained. It is important for the students to
understand the concept, so I will be sure to watch the time and get to the overall point if
time is running short.