1 TWA for Reading Comprehension: Lesson Plans TWA- Lesson ...

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TWA for Reading Comprehension: Lesson Plans
TWA- Lesson One
Purpose: Develop Background Knowledge, Discuss It
Objectives: Introduction to TWA strategy. The instructor will explain and discuss how to use the
strategy before, during, and after reading. The instructor will explain and discuss why using the
strategy will help with reading.
Materials: Mnemonic charts, Learning Contract, student folders, scratch paper, pencils, stickers
1. Introduce Lesson
a. Introduce yourself as a reading instructor. Discuss briefly what good readers do while
reading passages that inform and share knowledge about people, places, and things (for example, they
reread a part if they do not understand, look for the main idea, summarize information). Tell the
students that you are going to teach them a “strategy” or “trick” for reading. Tell them that this trick
will help them understand more about what they have read and also help them remember the things
they read. Stress that by understanding and remembering what has been read, they will be able to
respond to questions about reading with more accuracy and detail. Note that this works for both oral
and written responses. For example, when an instructor asks you a question about something that you
have read, if you remember and understand more of the passage, you will be able to give a more
detailed response.
b. Introduce TWA. Put out the mnemonic chart so that only the heading “TWA” shows.
Uncover each part of the strategy as you introduce and discuss it. Be sure to emphasize that TWA is a
strategy that good readers often use before, during, and after reading. Use the analogy of an airplane
taking off. "With TWA we can take off with reading! Just like a pilot of a plane, we are the pilots and
in control of our reading. Just like a pilot who does specific things before, during, and after a plane
trip, we need to do things before, during, and after reading."
2. Introduce Think Before Reading
a. Tell the students that there are three steps to complete when you are Thinking Before
Reading. The first step is to think about the Author's Purpose (uncover this). Use the pilot analogy
again. A pilot thinks about his or her purpose and then has an understanding of where he or she is to
go. Thinking about the author's purpose works in the same way. It lets you know where you are
going.
b. Ask the students what they know about author purpose (why author may write a passage).
Be sure to include that authors write to inform, write to persuade, and write for personal expression.
Say, "When we know the author's purpose, it helps us understand what we are about to read."
Describe and discuss together how this helps reading. For example, if the author has written for
personal expression, we know to look for certain things. The author may have written a story or
personal narrative (may want to say a personal event). We know to look for characters, places, times,
etc. If the author has written to inform, we know to look for information about real people, places,
events, etc.
c. Uncover Think about What You Know. Use the pilot analogy. The pilot of a plane knows a
lot about flying. When pilots know where they are going, they begin to think about what they know -

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the flight path, the airport, etc. When reading, thinking about what you know about the subject of the
passage also helps you understand what you are reading.
d. Uncover Think about What You Want to Learn. Use the pilot analogy. A pilot wants to
learn if there are storms in the flight path, other planes in the flight path, etc. This tells him what to
look for while flying, making the trip easier. Thinking about What You Want to Learn helps you look
for things while reading, therefore making reading easier.
3. Introduce While Reading
There are three things good readers do while reading.
a. Uncover Think about Reading Speed. Use the pilot analogy. A pilot must constantly check
his or her speed. Going too fast or slow can have disastrous results. When reading, checking reading
speed or pace is something good readers do as well. Reading speed is important because reading too
fast or slow can make it harder for you to understand and remember what was read.
b. Uncover Think about Linking What You Know. Use the pilot analogy. Pilots link what they
know about a new situation with what they already know about flying. For example, if a pilot comes
upon a storm they link how to fly in stormy weather with all the times they flew in stormy weather
before. Linking knowledge or making connections is something good readers do as well. It is easier to
understand and remember something if you link it to what you already know. Provide another
example. If I am reading about tigers, I can connect all the new information about tigers with what I
already know.
c. Uncover Rereading step. Use the pilot analogy. A pilot must constantly check his or her
instruments. If a pilot does not understand what the instruments say, he or she re-reads them. Good
readers also check their understanding. When they do not understand, they reread.
4. Introduce After Reading
There are three things good readers do after reading.
a. Uncover The Main Idea. Use the pilot analogy. The first thing a pilot records in his or her
log after a trip is the main idea of the trip. For example, "I flew a Boeing 747 from Chicago, Illinois to
Orlando, Florida." This helps the pilot focus on where he or she has been and sets the stage for
reporting the rest of the trip. After reading, good readers think about the main idea of a paragraph they
have read. This helps a reader focus on what he or she has read. For example, if you have read a
paragraph about your school's playground, your main idea might be "our school’s playground has a lot
of things for children."
b. Uncover Summarizing Information. Use the pilot analogy. Pilots will also add details to his
or her trip logs. For example, if a pilot ran into a storm he or she would make a statement about the
storm then add details such as where the storm occurred, what kind of storm, how long the storm
lasted, how the plane handled the storm, etc. These details are important to the pilot. A pilot will not
include trivial detail in his or her summaries. For example, he will not include what he had for lunch.
That does not have anything to do with flying! Good readers also think about summarizing what they
have read in a passage. The details of a passage make it more interesting and help you understand what
you read. For example - using the playground passage again - you might add to the main idea (the
playground has a lot of things for children) and include details about the type of equipment the
playground has, ball fields, etc. You would probably not talk about the flowers in the yard next door,
that is not an important detail. Good readers remember that a good summary includes main idea and
important details.

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c. Uncover What You Learned. Use the pilot analogy. After finishing a trip a pilot talks about
his flight with other pilots, or with his or her family. The pilot starts at the beginning and tells what
happened with some details included. Using only what has actually happened; the pilot retells the
events of his or her flight. Good readers can tell what they have learned from reading a passage.
Retelling what you have learned in reading helps you understand and remember the information. And
it is fun!
5. Commitment to Learn the Strategy
a. Ask the students to "sign up" to learn the strategy. Introduce the contract. Give each a
learning contract and have them complete it and sign it. After they have signed the contract, you sign
it. Be sure to tell the students that you are committed to doing your best in teaching them the TWA
strategy. These will be kept in their folders.
6. Lesson Closure
a. Practice TWA. Have the students write out the mnemonic for TWA with spaces for the
three steps. Ask students to orally state steps and check off spaces.
Students only write the following:
T
W
A
Ask each student to explain what TWA stands for and why it is important to use TWA before,
during, and after reading. Help the students as needed to ensure that each student knows what TWA
stands for and why it is important. Review the nine steps orally. As each is identified, the students can
check the blank spot. Stress that using TWA helps reading material – give an example.
b. Tell students that they will need to come to the next session, write out the TWA mnemonic
(like above), and tell what it means from memory. Have each student take the scratch paper with TWA
and the spaces with them.
c. Give each student a folder and copy of the mnemonic chart. Have them put everything
except the scratch paper in the folder and give them a sticker to place on the folder. Collect the
students’ folders and tell them that you will bring the folders to every session. Thank them for working
hard.

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TWA - Lesson Two
Purpose: Develop Background Knowledge, Discuss It, Model It, Establish Self-Statements
Objectives: The instructor will model the TWA strategy before, during, and after reading. The
instructor will model the use of self-statements while using the TWA strategy. The students will
develop a list of self-statements for using TWA.
Materials: Mnemonic charts; expository passage sample (Books); self-statement sheets; checklist;
student folders; scratch paper; pencils; yellow, blue/green, and pink highlighters; graphing rockets;
stickers
1. Test TWA
a. Give each student scratch paper and ask them to write out the strategy reminder – TWA
with spaces. Then ask them what each letter stands for. Be sure to take turns so that each student has a
chance to share.
T
W
A
b. Orally practice the nine steps of TWA. If the students are having trouble with the steps,
give them a few minutes to practice together in pairs. Ask the students if they remember why it is
important to use TWA. Let them (or you) give examples of how TWA can help in reading.
2. Model TWA
a. Tell the students that you will show them how TWA works when reading a passage. Tell
them that TWA works especially well for passages that are non-fiction, for example, passages that
have information about people, places, and things, but could be used for anything they read. Tell them
that you will go through all the steps of TWA with the passage, Books. Let them know that you will be
reading out loud so that they can see all the steps. Tell the students that you will also say out loud the
things you say to yourself when reading. Students can assist you when appropriate, but remember
YOU ARE IN CHARGE! (Give students a copy of the passage Books)
b. Introduce the checklist. Show the students the checklist that you will use when reading
Books. Tell the students that you will be showing them how to use a checklist and also that you will be
talking out loud again so they can hear the things you say to yourself when thinking about the nine
steps in TWA.
c. Model the whole reading process using TWA with self-statements to guide you. Be sure to
use all kinds of self-statements. Tell the students that in the next lesson you are going to show them
how to do each of the steps in a special way, and that they will be getting a lot of practice in each step.
For now, you will be showing them how using the TWA strategy works after all the steps are learned.
Be sure to check each step off as it is completed. A model script follows:
"I have a passage to read. It will be easy to understand because I know the steps in TWA that
will help me understand and remember the passage. What is the first thing I should do? The first thing
I need to do is to think about three things before reading. First, I need to think about the author's
purpose. Well, I can do this. The title is Books. I should read the first sentence to be sure. (Read the

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first sentence) I'm still not sure. I'll read the second sentence. (Read the second sentence) OK. The
author is writing about books. His purpose is to inform. I know that when an author writes to inform,
he will be writing information with details. Check off sheet. The next thing I need to do is to think
about what I know. I know a lot about books (share some info). Check off sheet. Next, I need to
think about what I want to learn (share some info). Check off sheet. I have checked the three steps to
think before reading. I am ready to read.
Start reading at a normal speed, then, speed up. "Whoa – slow down – this is not making sense.
I see on my TWA checklist that I need to think about reading speed. I will slow down so I can
understand what I am reading." (Note that stopping at punctuation is a good way to monitor this) Read
at an acceptable speed and stop when you come to something to link knowledge or make a connection.
Read - come to something you do not understand. This doesn't make sense (reread). Oh, I understand
now - Finish reading passage, modeling each of these steps again. Do this recursively while reading
the entire passage. Check off the three steps on sheet after you have read the entire passage.
“I really think I know a lot more about books now. What do I need to do next? After reading,
think about…Well, the first step is the main idea. The main idea of the passage is …This was simple to
do in this paragraph because the main idea was in the first sentence." Introduce markers – “I will use
these markers to help me find the main ideas and details.” Highlight the Main Idea in yellow. Then
model how to state the main idea out loud in your own words. Check off sheet. “I see that my next
step is to summarize. I know that part of the summary is the main idea. I have a good start because I
have the main idea in this paragraph. What do I need to do? I need to add at least two details that tell
me something about the main idea.” I also need to take out any information that is not important.
Highlight details to keep in blue/green and details to eliminate in pink. Model how to state the
summary in your own words. Check off sheet.
Am I finished? Well, there are more paragraphs in this passage about books. I think there were
some other main ideas with details in the passage. The next paragraph talks about how….(Model main
idea and summary with each paragraph/ check off sheet for each paragraph) WOW! I came up with
a lot of main ideas and summaries. (Note you will have check marks for each paragraph on your
checklist.)
I am almost done! I have really learned a lot about books. And that is a good thing because the
last thing I need to do is to think about what I learned. Before I do that I am going to review my main
ideas and important details one more time. Turn over passage and model retelling what you learned.
Check off sheet.
3. Graph performance
a. Introduce the graphing rockets. Show students that for each step you completed, you will
get to color in a step on the rocket.
4. Introduce Self-Statement Sheet
a. Give each student a self-statement sheet. Explain that they will use this sheet to record some
things they can say to themselves when reading with TWA. Ask them if they remember some things
you said to yourself when thinking before, while, and after reading. Stress that the things you said to
yourself helped you remember the TWA strategy and how to use it.
b. Have the students record one or two things they could say to their self when thinking
before, while, and after reading. Be sure to do each section one at a time. Be sure to tell them that

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these are things they can say inside their head. If students resist, they can always write down some of
the things you said.
5. Lesson Closure
a. Practice TWA. Ask each student to explain what TWA stands for and why it is important to
use TWA before, during, and after reading. Help each student as needed, insuring that each student
knows what TWA stands for and why it is important. Stress that using TWA helps when reading – give
some examples.
_____ b. Remind students that they will need to come to the next session, write out TWA, and tell
what it means from memory.
c. Give students their folder. Have them put everything except the scratch paper in the folder
and give them a sticker to place on the folder. Collect the students’ folders. Thank the students for
working hard.

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TWA - Lesson Three
Purpose: Discuss It, Model It, Collaborative Practice
Objectives: The group will collaboratively practice the before, during, and while reading steps of
TWA. The instructor will introduce and discuss the main idea and summarization strategies. The group
will collaboratively practice main idea and summarization strategies. The group will collaboratively
retell what they have learned.
Materials: Mnemonic charts; expository passage sample (The Teddy Bear); checklists; graphing
rockets; student folders; self-statement sheets; scratch paper; pencils; yellow, blue/green, and pink
markers; stickers
1. Test TWA
a. Give each student scratch paper and ask them to write out the strategy reminder - TWA.
Then ask them what each letter stands for. Be sure to take turns so that each student has a chance to
share.
T
W
A
b. Orally practice the nine steps of TWA. If the students are having trouble with the steps,
give them a few minutes to practice together in pairs.
c. Discuss and give examples of how TWA helps with reading assignments.
2. Collaboratively Complete Think Before Reading and While Reading Steps
a. Give each student a copy of the passage (The Teddy Bear), a checklist, and graphing
rockets. Ask students to get their self-statements out of their folders, and remind them to refer to them,
especially when they have difficulty with one of the steps. Tell the students that you will complete the
steps of TWA together. Tell the students you expect them to help monitor using the strategy by
checking their own checklists for each step.
b. Collaboratively decide The Author’s Purpose. The author's purpose is to inform. Ask the
students what kind of things should be looked for in informational writing. Check off sheets.
steps.
c. Collaboratively complete the Think about What you Know and What You Want to Learn
3. Collaboratively Read the Passage and complete the While Reading Steps
a. Read the passage (Living Things) together - taking turns in the group. Remind students to
refer to self-statement sheet. Discuss reading speed (note that stopping at punctuation is a good way to
monitor this), linking knowledge, and rereading parts throughout. Check off sheets.
4. Introduce and Model Main Idea Strategy and Summary for Each Paragraph
Tell students that you know a trick for developing main idea statements and summaries.
Explain that for TWA you want the main idea to give an idea of what that paragraph is focusing on.
Explain that this will help when developing the paragraph summaries and retelling what you learned.

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a. Give each student a yellow highlighter. Read the first paragraph in (The Teddy Bear).
Together find the sentence in the paragraph that tells what the paragraph is focusing on. Highlight this
sentence in yellow.
b. Model how to develop a main idea statement. Tell the students that these are best if they are
in their own words. Check off list for each paragraph.
c. Give each student a blue/green and pink highlighter. Next, tell the students that the pink and
blue/green markers serve a special purpose. The markers will help identify which sentences are
important details and which are not so important details. Discuss each sentence and decide as a group
if the sentence is an important detail – if so, highlight in blue/green. If not, highlight in pink.
d. Tell the students that you are now ready to develop the summary together. Model how to
develop the summary for the first paragraph. Be sure to note that the main idea is the first part of the
summary. Tell the students that summaries are best and will be easiest to understand and remember if
they are in their own words. Check off sheet.
e. Collaboratively develop main idea statement and summaries for each paragraph. Check off
sheet as you do this.
5. Collaboratively Think About What You Learned
a. Tell students, “We will learn how to retell without looking at the passage but for now we
will use the passage.” Tell the students you all are going to tell in your own words a retell of the
passage – just like the person listening knows nothing about living things. Collaboratively retell. Be
sure to include your self-statements to help you with retelling. Note that a good way to remember is to
think of the main ideas and then think about the important details for each main idea. Spend time
talking about YOUR thought process in doing a retell. Check off sheets.
6. Add to Self-Statement Sheet
a. Now that the students have had an opportunity to try the strategy, have them look over their
self-statement sheets and add any other statements that may help them in using the strategy.
7. Graph Performance
a. Ask students to look at their checklists. Say, “Did we complete all of the steps?” Chart on
graphing rocket.
8. Lesson Closure
a. Remind students that they will need to come to the next session, write out TWA, and tell
what it means from memory.
b. Give students their folder. Have them put everything except the scratch paper in the folder
and give them a sticker to place on the folder. Collect the students’ folders. Thank them for working
hard.
If the students need another day or two of group collaborative practice, repeat the lesson with an
additional researcher developed passage.

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TWA - Lesson Four
Purpose: Pair Collaborative Practice
Objectives: Pairs of students will collaboratively practice TWA. The instructor will monitor each
student to determine if additional individual instruction is needed.
Materials: Mnemonic charts, expository passage sample (Living Things), student folders, selfstatement
sheets, checklists , graphing rockets, scratch paper, pencils, highlighters, stickers
1. Test TWA
a. Give each student scratch paper and ask them to write out the strategy reminder - TWA.
Then ask them what each letter stands for. Be sure to take turns so that each student has a chance to
share.
T
W
A
b. Orally practice the nine steps of TWA. If the students are having trouble with the steps,
give them a few minutes to practice together in pairs.
c. Discuss and give examples of how TWA helps with reading assignments.
2. Pair Practice
________ Tell the students that they will try the steps of TWA with a partner. Let them know that you
will be listening carefully to them and that you want them to report back when they finish each step.
Stress that you will assist each student as needed.
3. Complete Think Before Reading Steps
a. Give each student a copy of the passage (Living Things), a checklist, and graphing rockets.
Tell students to get out self-statement sheets and have them reread what they wrote. Remind them to
use their self-statements when needed. Tell the students that you want them to complete the first three
steps of TWA with their partner. When they finish each of these steps, they will need to report back to
you.
b. Have each pair develop The Author’s Purpose and report back to you. Check off sheets.
c. Have each pair complete the Think about What you Know and think about What You Want
to Learn steps, report back to you, and check off sheet as they complete each step.
4. Pair Practice Think While Reading
_________ Let students work in pairs to read the passage. Tell them that you want them to take turns –
one will practice the three steps for Think While Reading with the first paragraph, then the other will
practice the three steps for Think While Reading with the next paragraph, and so on. Remind students
that they should check off each step on their checklist as they complete it. Carefully monitor what each
student does while reading.

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5. Pair Practice Main Idea and Summaries for each Paragraph
_________ Let students work in pairs to develop main idea statements and summaries for each
paragraph and report back to you. Tell them that you want them to take turns – one will practice the
strategy with the first paragraph, then the other will practice the strategy with the next paragraph, and
so on. They should check off the main idea and summary as it is completed.
6. Pair Practice Think About What You Learned
_________ Let students work in pairs for Think about What You Learned and report back to you. Be
sure to help them by giving examples of how you can use the main ideas, details, and summaries to
develop a great retell.
7. Graph Performance
Ask students to look at their checklists. Did they complete all of the steps? Chart on graphing rocket.
8. Lesson Closure
a. Remind students that they will need to come to the next session, write out TWA, and tell
what it means from memory.
c. Give students their folder. Have them put everything except the scratch paper in the folder
and give them a sticker to place on the folder. Collect the students’ folders. Thank them for working
hard.
Repeat this lesson until students have demonstrated that they can complete the steps of the
strategy independently with researcher-developed passages.
If individual students are having a great deal of difficulty at this point, discuss this with Linda.
An individual booster session can be planned.

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TWA- Lesson Five
Purpose: Pair Collaborative Practice with Authentic Social Studies Text
Objectives: Pairs of students will collaboratively practice TWA when reading authentic text. The
instructor will monitor each student to determine if additional individual instruction is needed.
Materials: Mnemonic charts, expository passage sample, student folders, self-statement sheets,
checklists, graphing rockets, scratch paper, pencils, highlighters, stickers
1. Test TWA
a. Give each student scratch paper and ask them to write out the strategy reminder - TWA.
Then ask them what each letter stands for. Be sure to take turns so that each student has a chance to
share.
T
W
A
b. Orally practice the nine steps of TWA. If the students are having trouble with the steps,
give them a few minutes to practice together in pairs.
c. Discuss and give examples of how TWA helps with reading assignments.
2. Pair Practice
________ Tell students that today they will read passages out of Science and Social text books. Tell
the students that they will practice all the steps of TWA with this kind of reading material. They will
work with their partner. Let them know that you will be listening carefully to them and that you want
them to report back when they finish each step. Stress that you will assist each student as needed.
3. Complete Think Before Reading Steps
a. Give each student a copy of the passage, a checklist, and graphing rockets. Tell students to
get out self-statement sheets and remind them to refer to them when needed. Tell the students that you
want them to complete the first three steps of TWA with their partner. When they finish each of these
steps, they will need to report back to you.
b. Have each pair develop The Author’s Purpose and report back to you. Check off sheets.
c. Have each pair complete Think about What You Know and What You Want to Learn steps,
reporting back to you, and checking off sheet as they complete each step.
4. Pair Practice Think While Reading
_________ Let students work in pairs to read the passage. Tell them that you want them to take turns –
one will practice the three steps for While Reading with the first paragraph, then the other will practice
the three steps for While Reading with the next paragraph, and so on. Stress that they will need to
consider the three steps of Think While Reading and that they should check off the sheet when they
have finished reading. Carefully monitor what each student does while reading.

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5. Pair Practice Main Idea and Summaries for Each Paragraph
_________ Let students work in pairs to develop main idea statements and summaries for each
paragraph to report back to you. Tell them that you want them to take turns – one will practice the
strategy with the first paragraph, then the other will practice the strategy with the next paragraph, and
so on. They should check off the main idea and summary as it is completed.
6. Pair Practice Think About What You Learned
_________ Let students work in pairs for Think about What You Learned and report back to you.
Remind students that a good retell includes main ideas and details. It is easy to talk about What You
Learned when you think about main ideas and details from each paragraph in the passage. Be sure to
help them by giving examples of how you can use the main ideas, details, and summaries to develop a
great retell. Check off sheet.
7. Graph Performance
Ask students to look at their checklists. Did they complete all of the steps? Chart on graphing rocket.
8. Lesson Closure
a. Remind students that they will need to come to the next session, write out TWA, and tell
what it means from memory.
c. Give students their folder. Have them put everything except the scratch paper in the folder
and give them a sticker to place on the folder. Collect the students’ folders. Thank them for working
hard.

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TWA - Lesson Six
Purpose: Pair Collaborative Practice with Authentic Science Text, Chart Student Progress
Objectives: Pairs of students will collaboratively practice TWA when reading authentic text. The
instructor will monitor each student to determine if additional individual instruction is needed.
Materials: Mnemonic charts, expository passage sample, student folders, self-statement sheets,
checklists, graphing rockets, scratch paper, pencils, highlighters, stickers
1. Test TWA
a. Give each student scratch paper and ask them to write out the strategy reminder - TWA.
Then ask them what each letter stands for. Be sure to take turns so that each student has a chance to
share.
T
W
A
b. Orally practice the nine steps of TWA. If the students are having trouble with the steps,
give them a few minutes to practice together in pairs
c. Discuss and give examples of how TWA helps with reading assignments.
.
2. Pair Practice
________ Tell students that today they will read passages out of Science and Social text books. Tell
the students that they will practice all the steps of TWA with this kind of reading material. They will
work with their partner. Let them know that you will be listening carefully to them and that you want
them to report back when they finish each step. Stress that you will assist each student as needed.
3. Complete Think Before Reading Steps
a. Give each student a copy of the passage, a checklist, and graphing rockets. Tell students to
get out their self-statement sheets and remind them to refer to them when needed. Tell the students that
you want them to complete the first three steps of TWA with their partner. When they finish these
steps, they will need to report back to you.
b. Have each pair develop The Author’s Purpose and report back to you. Check off sheets.
c. Have each pair complete Think about What You Know and What You Want to Learn steps,
report back to you, and check off sheet as they complete each step.
4. Pair Practice Think While Reading
_________ Let students work in pairs to read the passage. Tell them that you want them to take turns –
one will practice the three steps for While Reading with the first paragraph, then the other will practice
the three steps for While Reading with the next paragraph, and so on. Stress that they will need to
consider the three steps of Think While Reading and that they should check off the sheet when they
have finished reading. Carefully monitor what each student does while reading.
5. Pair Practice Main Idea and Summaries for Each Paragraph

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_________ Let students work in pairs to develop main idea statements and summaries for each
paragraph and report back to you. Tell them that you want them to take turns – one will practice the
strategy with the first paragraph, then the other will practice the strategy with the next paragraph, and
so on. They should check off the main idea and summary as it is completed.
6. Pair Practice Think About What You Learned
_________ Let students work in pairs for Think about What You Learned and report back to you. Be
sure to help them by giving examples of how you can use the main ideas, details, and summaries to
develop a great retell. Check off sheet.
7. Graph Performance
Ask students to look at their checklists. Did they complete all of the steps? Chart on graphing rocket.
8. Lesson Closure
a. Remind students that they will need to come to the session, write out TWA, and tell what it
means from memory.
b. Give students their folder. Have them put everything except the scratch paper in the folder
and give them a sticker to place on the folder. Collect the students’ folders. Thank them for working
hard.
Repeat this lesson until students have demonstrated that they can complete the steps of the
strategy independently with authentic text.
Chart student progress at this time. If individual students are having a great deal of difficulty at
this point an individual booster session can be planned.

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TWA - Lesson Seven
Purpose: Pair Collaborative Practice with Authentic Social Studies Text; Fade Markers
Objectives: Pairs of students will collaboratively practice TWA. The instructor will monitor each
student to determine if additional individual instruction is needed.
Materials: Mnemonic charts, passage from the previous day, expository passage sample, student
folders, self-statement sheets, checklists, graphing rockets, scratch paper, pencils, stickers
1. Test TWA
a. Give each student scratch paper and ask them to write out the strategy reminder - TWA.
Then ask them what each letter stands for. Be sure to take turns so that each student has a chance to
share.
T
W
A
b. Orally practice the nine steps of TWA. If the students are having trouble with the steps,
give them a few minutes to practice together in pairs.
c. Discuss and give examples of how TWA helps with reading assignments.
2. Pair Practice
_______ a. Tell the students that you can still use TWA – even when you do not have markers. Using
an highlighted passage from a prior session, show them how to write “MI” (for Main Idea) and “D”
(for Detail) by sentences. Collaboratively practice this for a couple of paragraphs.
________ b. Tell the students that they will practice all the steps of TWA using pencils with a partner.
Let them know that you will be listening carefully to them and that you want them to report back when
they finish each step. Stress that you will assist each student as needed.
3. Complete Think Before Reading Steps
a. Give each student a copy of the passage, a checklist, and graphing rockets. Tell students to
get out their self-statement sheets and remind them to refer to them when needed. Tell the students that
you want them to complete the first three steps of TWA with their partner. When they finish these
steps, they will need to report back to you.
b. Have each pair develop The Author’s Purpose and report back to you. Check off sheets.
c. Have each pair complete the Think about What you Know and What You Want to Learn
steps, report back to you, and check off sheet as they complete each step.
4. Pair Practice Think While Reading
_________ Let students work in pairs to read the passage. Tell them that you want them to take turns –
one will practice the three steps for While Reading with the first paragraph, then the other will practice
the three steps for While Reading with the next paragraph, and so on. Stress that they will need to

16
consider the three steps of Think While Reading and that they should check off the sheet when they
have finished reading. Carefully monitor what each student does while reading.
5. Pair Practice Main Idea and Summaries for Each Paragraph without Highlighters
_________ Let students work in pairs to develop main idea statements and summaries (without the use
of highlighters) for each paragraph to report back to you. Tell them that you want them to take turns –
one will practice the strategy with the first paragraph, then the other will practice the strategy with the
next paragraph, and so on. They should check off the main idea and summary as it is completed.
6. Pair Practice Think About What You Learned
_________ Let students work in pairs for Think about What You Learned and report back to you. Be
sure to help them by giving examples of how you can use the main ideas, details, and summaries to
develop a great retell. Check off sheet.
7. Graph Performance
Ask students to look at their checklists. Did they complete all of the steps? Chart on graphing rocket.
8. Lesson Closure
a. Remind students that they will need to come to the next session, write out TWA, and tell
what it means from memory.
c. Give students their folder. Have them put everything except the scratch paper in the folder
and give them a sticker to place on the folder. Collect the students’ folders. Thank them for working
hard.

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TWA - Lesson Eight
Purpose: Pair Collaborative Practice with Authentic Science Text; Fade Markers
Objectives: Pairs of students will collaboratively practice TWA. The instructor will monitor each
student to determine if additional individual instruction is needed.
Materials: Mnemonic charts, expository passage sample, student folders, self-statement sheets,
checklists, graphing rockets, scratch paper, pencils, stickers
1. Test TWA
a. Give each student scratch paper and ask them to write out the strategy reminder - TWA.
Then ask them what each letter stands for. Be sure to take turns so that each student has a chance to
share.
T
W
A
b. Orally practice the nine steps of TWA. If the students are having trouble with the steps,
give them a few minutes to practice together in pairs.
c. Discuss and give examples of how TWA helps with reading assignments.
2. Pair Practice
_______ a. Remind the students that you can still use TWA – even when you do not have markers –
you can write “MI” (Main Idea) and “D” (Detail). Tell them that you will practice this again today.
________b. Tell the students that they will practice all the steps of TWA using pencils with a partner.
Let them know that you will be listening carefully to them and that you want them to report back when
they finish each step. Stress that you will assist each student as needed.
3. Complete Think Before Reading Steps
a. Give each student a copy of the passage, a checklist, and graphing rockets. Tell students to
get out self-statement sheets and remind them to refer to them when needed. Tell the students that you
want them to complete the first three steps of TWA with their partner. When they finish these steps,
they will need to report back to you.
b. Have each pair develop The Author’s Purpose and report back to you. Check off sheets.
c. Have each pair complete the Think about What you Know and What you Want to Learn
steps, report back to you, and check off sheet as they complete each step.
4. Pair Practice Think While Reading
_________ Let students work in pairs to read the passage. Tell them that you want them to take turns
– one will practice the three steps for While Reading with the first paragraph, then the other will
practice the three steps for While Reading with the next paragraph, and so on. Stress that they will
need to consider the three steps of Think While Reading and that they should check off the sheet when
they have finished reading. Carefully monitor what each student does while reading.

18
5. Pair Practice Main Idea and Summaries for Each Paragraph
_________ Let students work in pairs to develop main idea statements and summaries (without the use
of highlighters) for each paragraph to report back to you. Tell them that you want them to take turns –
one will practice the strategy with the first paragraph, then the other will practice the strategy with the
next paragraph, and so on. They should check off the main idea and summary as it is completed.
6. Pair Practice Think About What You Learned
_________ Let students work in pairs for Think about What You Learned and report back to you. Be
sure to help them by giving examples of how you can use the main ideas, details, and summaries to
develop a great retell. Check off sheet.
7. Graph Performance
Ask students to look at their checklists. Did they complete all of the steps? Chart on graphing rocket.
8. Lesson Closure
a. Remind students that they will need to come to the next session, write out TWA, and tell
what it means from memory.
c. Give students their folder. Have them put everything except the scratch paper in the folder
and give them a sticker to place on the folder. Collect the students’ folders. Thank them for working
hard.
Repeat this lesson until students have demonstrated that they can complete the steps of the
strategy independently with authentic text.
If individual students are having a great deal of difficulty at this point an individual booster
session can be planned.

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TWA - Lesson Nine
Purpose: Independent Practice without Checklist and Self-statements
Objectives: The students will pair practice TWA independently without the checklist and selfstatement
sheet. The students will write TWA on their passage sheet. The instructor will record
students’ progress in independently developing main idea statements, summaries, and retell.
Materials: Mnemonic charts, expository passage sample, student folders, self-statement sheets, scratch
paper, pencils, graphing rockets, highlighters, stickers
1. Test TWA
a. Give each student scratch paper and ask them to write out the strategy reminder - TWA.
Then ask them what each letter stands for. Be sure to take turns so that each student has a chance to
share.
T
W
A
b. Orally practice the nine steps of TWA.
c. Discuss and give examples of how TWA helps with reading assignments.
2. Pair Practice without the Checklist and Self-Statements
________ Tell the students that they will practice all the steps of TWA without the checklist or the
self-statements sheet. Model how to write TWA at the top of the paper - just as they have written it for
the test everyday - and how to check off each step after it is completed. Give each student a copy of the
passage. Have the students write the mnemonic the same way that they write it for you in the
beginning of each session. Remind them to continue to think about the things to say to themselves
before, during, and after reading.
3. Complete Think Before Reading Steps
a. Tell the students that you want them to complete the first three steps of TWA with their
partner.
b. Have each pair develop The Author’s Purpose. They should place a check by “T”.
c. Have each pair complete the Think about What You Know and What You Want to Learn
steps, writing check marks as they complete each step.
d. Listen to each pair as they complete the Think Before Reading steps.
4. Pair Practice Think While Reading
_________ Let students work in pairs to read the passage. Tell them that you want them to take turns –
one will practice the strategy with the first paragraph, then the other will practice the strategy with the
next paragraph, and so on. Stress that they will need to consider the three steps of Think While
Reading, and that they should check off each step after they have finished it. Listen carefully to each
pair.

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5. Pair Practice Main Idea and Summaries for Each Paragraph
_______ a. Tell students that they can use the markers or pencils to mark the main idea and details in
each paragraph. Let students work in pairs to develop main idea statements and summaries to report
back to you. Tell them that you want them to take turns – one will practice the strategy with the first
paragraph, then the other will practice the strategy with the next paragraph, and so on. They should
check off main idea and summary as as these steps are completed.
b. Each student should report back at least one paragraph summary independently.
6. Pair Practice Think About What You Learned
_______ a. Let students work in pairs for Think about What You Learned and report back to each
other. Be sure to help them by giving examples of how you can use the main ideas, details, and
summaries to develop a great retell. They should write a check mark for this step.
b. Listen to each student's retell.
7. Graph Performance
_______Ask students to look at their checklists. Did they complete all of the steps? Chart on graphing
rocket.
8. Lesson Closure
a. Remind students that they will need to come to the next session, write out TWA, and tell
what it means from memory.
b. Give students their folder. Have them put everything except the scratch paper in the folder
and give them a sticker to place on the folder. Collect the students’ folders. Thank them for working
hard.

21
TWA - Lesson Ten
Purpose: Independent Practice without Checklist and Self-statements
Objectives: The students will pair practice TWA independently without the checklist and selfstatement
sheet. The students will write TWA on the passage sheet. The instructor will record students’
progress in main idea, summaries, and retell.
Materials: Mnemonic charts, expository passage sample, student folders, self-statement sheets, scratch
paper, pencils, graphing rockets, highlighters, stickers
1. Test TWA
a. Give each student scratch paper and ask them to write out the strategy reminder - TWA.
Then ask them what each letter stands for. Be sure to take turns so that all have a chance to share.
T
W
A
b. Orally practice the nine steps of TWA.
c. Discuss and give examples of how TWA helps with reading assignments.
2. Pair Practice without the Checklist and Self-Statements
________ Tell the students that they will practice all the steps of TWA without the checklist or the
self-statement sheet. Model how to write TWA at the top of the paper - just like you have written for
the test everyday - and how to check off each step after it is completed. . Give each student a copy of
the passage. Have the students write the mnemonic the same way that they write it for you in the
beginning of each session. Remind them to continue to think about the things to say to themselves
before, during, and after reading.
3. Complete Think Before Reading Steps
a. Tell the students that you want them to complete the first three steps of TWA with their
partner.
b. Have each pair develop The Author’s Purpose. They should place a check by “T”.
c. Have each pair complete the Think about What you Know and What you Want to Learn
steps, writing check marks as they complete each step.
d. Listen to each pair’s Think Before Reading
4. Pair Practice Think While Reading
_________ Let students work in pairs to read the passage. Tell them that you want them to take turns –
one will practice the strategy with the first paragraph, then the other will practice the strategy with the
next paragraph, and so on. Stress that they will need to consider the three steps of Think While
Reading, and that they should check off each of these steps after they have finished them. Listen
carefully to each pair.

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5. Pair Practice Main Idea and Summaries for Each Paragraph
_______ a. Tell students that they can use the markers or pencils to mark the main idea and details to
use in summaries of each paragraph. Let students work in pairs to develop main idea statements and
summaries to report back to you. Tell them that you want them to take turns – one will practice the
strategy with the first paragraph, then the other will practice the strategy with the next paragraph, and
so on. They should check off main idea and summary as these steps are completed.
b. Students should report back one summary each.
6. Pair Practice Think About What You Learned
_______ a. Let students work in pairs for Think about What You Learned and report back to each
other. They should write a check mark for this step.
b. Listen to each student's retell.
7. Graph Performance
______Ask students to look at their checklists. Did they complete all of the steps? Chart on graphing
rocket.
Repeat this lesson as many times as needed to ensure that you have listened to each student. Use
the attached form to record this. ALSO you will need to repeat this lesson for those students
who still need practice.
*IF YOU ARE REPEATING
a. Remind students that they will need to come to the next session, write out TWA, and tell
what it means from memory.
*IF YOU ARE NOT REPEATING
a. Tell the students that next time you will be working with them individually. Tell them that
they will be reading for you and that they should remember to use TWA.
b. Give students their folder. Have them put everything except the scratch paper in the folder
and give them a sticker to place on the folder. Collect the students’ folders. Thank them for working
hard.

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TWA - Lesson Eleven
Purpose: INDIVIDUAL Independent Practice without Checklist and Self-statements, Chart Student
Progress
Objectives: The student will practice TWA independently without the checklist and self-statement
sheet. The student will write TWA on the passage sheet. The instructor will record student’s progress
in main idea, summaries, and retell.
Materials: Mnemonic charts, expository passage sample, student folders, self-statement sheets, scratch
paper, pencils, graphing rockets, highlighters, stickers
1. Practice without the Checklist and Self-Statements
Tell the student that he/she will practice all the steps of TWA without the checklist or the selfstatement
sheet. Give the student a copy of the passage. Ask the student to write TWA at the top of the
paper. Remind him/her to continue to think about the things to say to self before, during, and after
reading.
2. Complete Think Before Reading Steps
a. Tell the student that you want him/her to complete the first three steps of TWA
independently. Encourage him/her to use the checklist.
3. Complete Think While Reading
_________ Tell the student that you want him/her to read the passage. Encourage him/her to use the
checklist.
4. Complete Think After Reading Steps
_________ Tell the student that you want him/her to complete the after reading steps. Encourage
him/her to use the checklist.
5. Graph Performance
______Ask the student to look at his/her checklist. Did he/she complete all of the steps? Chart on
graphing rocket.
You will need to repeat this lesson for those students who still need practice.
*IF YOU ARE NOT REPEATING
a. Tell the student that next time he/she will be working individually and you will not be able
to help him/her. Tell the student that he/she will be reading and writing for you and that he/she should
remember to use TWA.
b. Give the student his/her folder. Have the student put everything except the scratch paper in
the folder and give him/her a sticker to place on the folder. Collect the student’s folder. Thank the
student for working hard.
RECORD STUDENT’S PERFORMANCE ON PROGRESS CHART