MAX Teaching with Reading and Writing - Ects.org

Interactive Cloze Reading ProcedureStage of MAX Lesson Framework Motivation ƒ Acquisition ƒ EXtension ƒLifelong learning skill(s) to be practiced during learning:• Predicting to create purpose for reading• Contextual definition of vocabulary termsQuick Overview of Lesson:1. Give to students a copy of the Interactive Cloze passage that you have created to summarize the readingand focus on key vocabulary terms.2. Students individually guess by writing (preferably in pencil) the terms they think will best complete thepassage.3. Small group discussion to compare guesses – students may change some.4. Silent reading to determine better responses from the text.5. Small group discussion to attempt a consensus on correct terms.6. Large group discussion to achieve class consensus.Detailed version of lesson:1. Introduce the content of the reading by posing a hypothetical question, reading a quotation, previewing thetext, or some other interest-capturing idea to which students can react through discussion.2. Give each student a copy of the interactive cloze sheet. Tell them that all strategic readers who have someprior knowledge about a topic make predictions about what they are about to read before reading. Tell themthat you have provided a worksheet that will allow them to predict certain key vocabulary terms that theywill find in the reading they are about to do. Tell them to attempt to guess what words go in the spacesprovided on the worksheet – based on their own prior knowledge of the topic. Let them know that manyclues may be found in the passage itself and that they should use as many clues as they can find. Thisactivity should be done individually – not as a cooperative group.3. Model the thinking required, by reading the first few lines and allowing for conjecture by the class as towhat terms might be used in one or two of the spaces. Discuss the relative merit of words offered bystudents. Use this opportunity to discuss connotations. Let students know that there will only be one wordper space, and that they should pay special attention to punctuation, verb endings, modifying words, etc. asclues to help them predict the correct words.4. Move around the room to see that all students are attempting to predict the words that go in the spaces. Youmay need to help some of the students link prior knowledge to what they are attempting to do. Allowsufficient time for many of the students to finish their predictions, but do not wait for all students to finishbefore the next step.5. Now put students into their cooperative learning groups. Groups of three or four are appropriate. Remindthem not to look at the reading at this point, but tell them that they should compare their predictions withone another. Let them know that they may change any prediction if they feel that another person in thegroup has a better one for a specific space on the worksheet. Tell students that it is important that they©2004 MAX Teaching with Reading & Writing, 6857 TR 215, Findlay, OH 45840, 404-441-7008 http://www.maxteaching.com19