Directed Reading Lesson
Based on: Neubert, G. A. & Wilkins, E. A. (2004). Putting it all together: The directed reading
lesson in the secondary classroom. Boston: Pearson.
Class Description: Describe students’ grade, ability levels, subject area/course
name, important prior knowledge, and general purpose for the lesson.
Unit: Include the title of the unit.
Topic: State the topic of the lesson.
Unit Goals: What will students be able to do or understand or know at the end of the
Lesson Objectives: These should be numbered, 1-?? What will students specifically
do in this lesson to help them reach the unit goals? Objectives must be measurable.
Use strong verbs, and remember the different levels of thinking [i.e. DOK Level 1:
recall, recite, memorize, explain, restate, retell, outline, report, write, make,
paraphrase, describe, recognize; Level 2: classify, make, explain, construct,
demonstrate, compile, illustrate, calculate, solve, write, research, measure; Level 3:
discuss, debate, examine, judge, assess, question, dispute, decide, design, survey,
write, create, present, predict, propose, organize; Level 4: plan, create, modify,
formulate, propose, design, apply, write, develop, conduct, test, devise, solve,
Performance Assessment: These should be numbered and should directly correlate
to each lesson objective. Consider each objective and state how each will be
assessed during or after the lesson. How will you know the students performed the
objectives successfully? How will you measure student learning?
Reading Type: Describe your students’ purpose for reading.
Macrostructure Thinking Skill for Reading: What is the foundational skill focus of the
Materials: List all the materials used for the lesson, including textbooks, trade
books, websites, video clips, transparencies, art, pictures, students’ notebooks,
posters, songs, other audio, etc.
**Estimated Time: Please insert the estimated time for each section to show you have planned
to teach the lesson in one day, or across multiple days.
1. a. Readiness: Motivation
catch students’ attention: bell ringer
specify the day’s topic
arouse curiosity and interest
connect material to their lives
connect reading with different subject area
web search to get things started
teacher shows picture or different visuals to peak interest in students
show a clip from a movie
teacher reads a story
students predict what the lesson is going to be about
1. b. Readiness: Tapping and Developing Background of Experience
intrigue their interest such as story, questions, movies, pictures, etc.
get students’ input about the topic (personal stories)
ensure students have the necessary topic background
relate old information to new information
introduce the topic
invoke students’ emotions on the topic
1. c. Readiness: Concept Development
“In order to better understand this text, we are going to decipher some vocabulary words…”
Step 1: Identify key concepts and words.
Step 2: Brief introduction of each word by using context clues to gain a general
Step 3: Students are split into pairs and asked to collaborate on their understanding of
Step 4: In class discussion, students are asked to volunteer the definitions they created
to create a class definition.
Step 5: Teacher guides discussion to create an agreed-upon definition.
Step 6: Students write the class definition in their vocabulary notebooks.
1. d. Readiness: Purpose for Reading
A teacher sets a goal of what to accomplish as the students read.
This engages students strategically for efficient and effective learning of content.
A prediction is one way to engage students as they are reading. A teacher has a student
stop reading on a cliff-hanger so that he/she can predict what will happen next. A
discussion is then led after each silent reading so that the students can state their
Purpose for Reading: Generic purpose-for-reading, main purpose, primary thought
2. Silent Reading
gives the students a chance to read at their own pace and build on self-development
helps students to comprehend what they are reading
gives the students time to take notes in the margins of the book or on their own paper
helps students develop a broad vocabulary
when reading to themselves, they can create images in their head to help tell the story
reading the text to yourself helps to summarize the text
students can reread the material themselves to help with comprehension
a “talk at it” approach that can help students’ understanding, whether it is teacher
guided or in small groups
an opportunity to summarize and retell what the silent reading was
generates new ideas or eliminates ideas by hearing other students’ views on the
reread material to see if students view it differently
more information given to students when they reread
guide students in what to look for in the reading
5. Follow-Up (Reinforcement)
homework over a lesson
connect end of lesson with the motivational factor
make lesson relatable for the students
short assessment before the next lesson
relate topic to a similar topic already discussed or to be discussed
review and rehears key terms and concepts