ESOL Lesson Adaptation

“Scanning Races” Lesson Plan

(Adapted from New Ways in Teaching Reading Ed. Richard R. Day, p.127)


-       To utilize different reading strategies in order to ascertain specific information

-       To increase Ss interest in the topic

-       To infer the meaning of unfamiliar vocabulary from context clues 

-       To read an authentic text aloud with moderate fluency and natural prosody


1.  Discuss different traditions from different cultures

  1. Describe any special traditions unique to their family
  2. Recognize and understand vocabulary associated with the Russian culture
  3. Effectively skim and scan a text for specific information
  4. Read The Keeping Quilt by Patricia Polacco aloud with their peers


Time available: 10:00am – 10:55am (one class meeting)


Materials: Four copies of The Keeping Quilt by Patricia Polacco


Step 1 10:00-10:10 (10 min)

T gives each S a copy of The Keeping Quilt by Patricia Polacco. T asks students to look at the title of the text and the artwork illustrating the cover of the text. T asks Ss to skim the illustrations in the text. T asks students, “What do you think this story is going to be about?” Ss work with a partner—for two to three minutes—to generate some plausible ideas. Ss are encouraged to write these ideas on a piece of scrap paper. After students have had enough time to generate some ideas, T asks Ss to share their responses with the group. T anticipates that Ss will provide responses indicating that the book is about quilts, family, food, etc. T tells Ss, “The book we will be reading today is about traditions in the Russian culture.”


Step 2 10:06-10:14 (8 min)


T asks students, “What is a tradition?” If students do not know the answer, T will briefly explain what a tradition entails. T will briefly explain one or two traditions, such as the Chinese New Year and the 4th of July. T will ask Ss to think about traditions that their families have. T will ask Ss to discuss these traditions aloud with their peers.



Step 3 10:14-10:39 (20-25 min)


T tells Ss that they will now read the text aloud. Ss will read the text in a “round robin” manner—that is, each S will take a turn reading. T will cue each S as to when reading should begin and end. T tells Ss that some new vocabulary will be available on an overhead; they can refer to the overhead for definitions, if necessary. Any other vocabulary that is unfamiliar or cannot be defined from context clues should be circled in pencil. T will address these vocabulary words in a later lesson.



Step 4 10:39-10:49 (10-15 min)


T tells Ss that they will now play a game. T tells Ss that they will be scanning the text to find the answer to several questions. Ss will record their answers on a piece of paper. For each question, Ss will have no more than 2 minutes to find and to record their answer. T will collect answer sheets at the conclusion of the game. The S with the most correct answers at the end of the game will receive a prize during their next class meeting. *If Ss finish reading the text before 10:39am, T will ask more questions during the game to utilize time.



­­­­­­Step 5 10:49-10:55 (8 min)


T will ask Ss to explain why skimming and scanning are important reading strategies—this will be a topic extended further in a later class meeting. If Ss are unable to think of reasons, T will provide one or two plausible reasons and then ask Ss, again, to respond. T will explain that skimming and scanning allow a reader to find facts quickly and efficiently. T asks Ss if they would have been able to play the game as well, if T had asked them to read the book all over again. T will assign homework. Dismissal.




-       Ss will respond to five post-reading questions (attached).

-       Ss will write a brief constructed response (BCR) to respond to the following question: “What is a tradition? What tradition(s) are apart of your family? Which is your favorite? Why? If you cannot think of a tradition for your own family, ask a neighbor or a friend about their traditions. Which is their favorite? Why?

-       If Ss encountered vocabulary that they could not decipher from context clues (they should have been circled), Ss will write these words on a piece of paper and will bring them to the next class meeting.




-       T will evaluate written answers from scanning activity

-       T will grade the post-reading questions and BCR assigned for homework