Krista Varano

Comprehension Literacy Guide

Chapter 4 Nutrition
Sixth Grade
Lesson 3 – Making Healthful Food Choices
Before During After
• Four Corners Question • After self-preview of • Value Line
with pictures lesson using text • Exit Tweet on initial
• Discussion in Corner feature – thoughtfully dilemma
• Posing of issue or grouped partner read
dilemma related to • QAR strategy creation
reading of own types of
• Text Feature Preview questions
• Discussion
Rationale Rationale Rationale
Social learning is embedded in This lesson is from pages 102- After QAR questions and whole
most dimensions of 107 with a variety of text group discussion dissects the
comprehension. Supportive features (not solid reading on comprehension of the text,
social context can create the page). Because of this, the students will be ready to return
numerous opportunities for teacher is afforded the time to the initial dilemma related to
students to learn from each read the lesson several times in the reading. They can now
other. Reaction to visuals with a several different ways. This make an informed argument
chance to share in a non- repetition and variety along and come to a more educated
threatening environment sets with the use of the QAR conclusion.
the stage for the learning. The strategy will support many
posing of a dilemma ignites the levels of readers as
typically abundant opinions of opportunities to interact with
teens and tweens drawing them the text will support some and
into the topic at hand and challenge others.
making connections to prior
action and knowledge while
applying it to the lesson today.
Jeffrey D. Wilhelm – Engaging Reader and Writers in Inquiry
William G. Brozo – Disciplinary and Content Literacy for today’s Adolescents
 Krista Varano

Before - Reading Comprehension Strategy

Materials:
Corner Posters -

1. https://www.greetingcardpoet.com/eating-healthy-quotes-diet-nutrition-and-fitness/
2. https://www.purelovequotes.com/author/anonymous/eating-well-is-a-form-of/
3. https://www.perfectorigins.com/
4. https://quotesgram.com/healthier-quotes/
Sticky Notes
Anchor Chart to post initial responses to the question/dilemma
Teen Health Text
 Krista Varano

Procedure:
• Set the purpose.
• Look at the four posters in each corner. Move to the one that caught your eye first.
• Discuss with some of the others in your group in an effort to activate prior knowledge - why did
you chose that one.
• Bring them all back to their small group seats.
• Share out discussion in corners with whole group.
• Continue activating and connection with this:
Reveal the question below on the anchor chart. Using their sticky notes (names on the back) –
Write an initial reaction to it:

McDonalds, Chick-fil-A, Pizza Hut, Sheetz, and Taco Bell are popular food choices in our area.
Think about your favorite foods from these places. Does being a healthy teen mean not eating
these foods anymore? Why or why not?

• Allow students time to preview Lesson Three by looking at the text features (bolded words, sub-
headings, Label box, etc.)

Assessment:
• Observation Four Corners
• Sticky note names on back

Accommodations/Differentiation/ELL:
• Several types of learners are engaged in these activities
• Social aspect of four corners activity social practice for ELs.
• Pictures or dictated response instead of writing for struggling readers/writers
• Activating teenage common knowledge (fast food) in reference to the lesson at Making
Healthful Food choices will engage ELs and struggling readers

During - Reading Comprehension Strategy

This anchor chart will have been in the classroom from previous
lessons. When first introduced to the QAR strategy, students were
given the types of questions in a guide and answered them.
 Krista Varano

In this lesson students will practice with the

Procedure:
• Set the purpose. Remind students of the objective today – learning about making healthy food
choices and the dilemma question they encountered before reading.
• Remind students of the QAR strategy already used in prior lessons. Refer to the anchor chart in
the room. Emphasize the In the Text and In My Head questions (Raphael, 1984). This strategy
will aid the comprehension content and personal/social connections/implications of the
material.
• Divide the 21 students into thoughtful groups of three depending on skill level/needs. Assign
sections from Lesson 3 as follows:
o Two groups - Your Food Choices and You (this section will suit best for struggling
readers/ESL)
o Three groups – Guidelines for Healthy Teens through the Accessing Information,
Mastering Nutrition Facts
o Two groups – Be Physically Active to end of page 106
• Students will follow along while the teacher reads each section whole group.
• Students will break off and then reread their assigned section how they choose, designing
questions (and be able to answer) for their QAR with their partners based on their section.
• Call students back
• Each student will choose one question from each part of their section QAR and write it on an
index card. These will be posted on the whole group big QAR Chart to facilitate whole group
discussion about Lesson Three.
• During whole group teaching, the teacher will draw on student developed questions to engage
in lesson comprehension with students.

Assessment:
• Small group observation and facilitation during QAR creation for their section.
• Index chart contribution to whole group QAR
 Krista Varano

Accommodations/Differentiation/ELL:
• Thoughtful grouping of partners allows support
• Question stems on QAR for struggling readers/writers/ELs
• Early finishers in groups before whole group time: Play FDA’s - Label Lingo to review information
on Food Labels

http://b.whyville.net/smmk/flax/labelIntro

After - Reading Comprehension Strategy

Materials:
Original Fast Food Question on Chart with student sticky notes
Exit Ticket

Teachers Pay Teachers

Procedure:
• Set the purpose.
• Refer students back to the original anchor chart with the dilemma and sticky notes:

McDonalds, Chick-fil-A, Pizza Hut, Sheetz, and Taco Bell are popular food choices in our
area. Think about your favorite foods from these places. Does being a healthy teen
mean not eating these foods anymore? Why or why not?

• Using a jump rope as the line – engage students in a value line discussion (Brozo, 2017).
• Make the assertion that in order for teens to be healthy they must not eat fast food.
• Have students move to the side of agree or disagree.
• Turn to someone on THEIR side and discuss why they agree or disagree and why stressing
content evidence
• Converse with someone on the other side of the line.
• As you facilitate the discussions, call on opposing pairs to share with the whole group points (for
both sides) that might spark more conversation.
• Conclude with an individual Exit Tweet of their own answer to the question. Students will be
asked to state their opinion using content as evidence to support their statement.
 Krista Varano

Assessment:
• Observation for comprehension and extended conversation during value line
• Exit Tweet

Accommodations/Differentiation/ELL:
• Spanish Tweet Paper (see materials)
• Social aspect of value line activity provides social practice for ELs.
• Bridging of teenage common knowledge (fast food) will engage ELs and struggling readers