Lesson
Plan
Student Teacher: Lauren
Romano Grade: 1st Date: 3/8/2016
School: Miller
Driscoll Elementary School Lesson
Topic: Reading
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To
be completed by Student Teacher and a copy submitted to the Cooperating
Teacher and/or University Supervisor prior to the observation of the
lesson.
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Content
Standards:
State the national curricular standards (ACEI) and local curricular standards that are addressed in your lesson.
1. 2.1 Reading, Writing, and Oral
Language—Candidates
demonstrate a high level of competence in use of English language arts and they
know, understand, and use concepts from reading, language and child
development, to teach reading, writing, speaking, viewing, listening, and
thinking skills and to help students successfully apply their developing skills
to many different situations, materials, and ideas
CCSS: State the CT Common Core State Standard(s), if
applicable, that are addressed in your lesson.
1. CCSS.ELA-Literacy.RF.1.1.A--recognize
the distinguishing features of a sentence (e.g., first word, capitalization,
ending punctuation).
2. CCSS.ELA-Literacy.RF.1.3.F—Read
words with inflectional endings.
3. CCSS.ELA-Literacy.RF.1.4.A—Read
grade level text with purpose and understanding
4. CCSS.ELA-Literacy.RF.1.4.B—Read
grade level text orally with accuracy, appropriate rate, and expression on
successive readings.
Learner Background: Describe the students’
prior knowledge and skills related to the learning objective(s) and the content
of this lesson, and explain how these impacted the planning of the lesson?
Students previously learned that sometimes when
we read, we get distracted. If we do get distracted and can’t remember what we
read, we need to go back and reread so it will make sense. We talked about how
when we lose track of what we are reading, we can’t just keep going, we need to
stop and reread, because the most important part of reading is getting the
great story in our heads.
Student Learning Objective(s): List the specific, measurable learning
objectives for this lesson.
1. Students will learn to
monitor for meaning, cross-checking and ensure what they’re reading makes
sense.
2. Students will learn to
consider what a character is going through in the story and make sure their
voice shows how the character is feeling.
Assessment: Explain how you will determine
that the students have mastered the learning objectives. Attach a copy of any assessment materials you
use.
At the end of my lesson, I will have the
students fill out a self-assessment to determine whether or not they understood
the lesson. The self-assessment will ask if the student was able to find a
tagline in their book while they were reading. It will also ask if the student
was able to read the tagline. The last question it will ask is if the student made
sure their voice showed the way the character was feeling.
Materials/Resources: List the materials you will use in each
learning activity, including any technological resources.
1. Smartboard
2. Iris and Walter
3. Strategy group flip
chart
4. Little Chimp and the
Termites
by Beverly Randell
5. Mr. Whisper by Joy Cowley
6. Conference charts
7. Chart paper
8. Marker
9. Self-assessment sheet
Learning Activities:
Identify the instructional grouping (whole
class, small groups, pairs, individuals) you will use in each phase of
instruction.
The lesson will start out as a whole group. I
will teach a mini lesson that will take about 8 minutes. After the mini lesson,
the students will be reading as partners. They will read as partners for about
10 minutes. After that, I will call them back to the carpet as a while group. I
will do a mid-workshop share that will take about 8 minutes. After the
mid-workshop share, the students will then read independently for about 25
minutes. During independent reading, I will meet with a guided reading group
for about 8 minutes. I will also meet with a strategy group for about 8
minutes. I will then conference with 2 students for about 2-3 minutes each.
After independent reading, I will bring the students to the carpet as a whole
group once again. I will close the lesson and reiterate what we learned today.
The closure will take about 8 minutes.
Initiation: Briefly describe how you
will initiate the lesson. (Ex: Articulating the expectations for learning;
stating the objectives of the lesson, introducing the lesson by relating it to
previous lessons, explaining why the lesson is important, etc.)
I
will start out the lesson by having all of the children come to the carpet with
one fiction book. I will ask them to sit on their book so that it is not a
distraction during the lesson. I will then make a connection to the lesson from
the day before by reminding them that we learned that if you become distracted
and can’t remember what you read, go back and reread. Next I will tell the
students that today I want to teach them that the dialogue in books can
sometimes be confusing.
Lesson
Development: Describe how you will
develop the lesson, what you will do to model or guide practice, and the
learning activities students will be engaged in order to gain the key knowledge
and skills identified in the student learning objective(s).
After briefly describing the purpose
of today’s lesson, I will then tell the students that when they read dialogue,
they have to pay attention to who is speaking and how that character sounds. I
will tell them if they get confused they can picture the character in their
mind and read the dialogue out loud to yourself until it sounds right. Then I
will model an example of using what’s happening in the story to guide my voice
for when characters talk. I will read a page from Iris and Walter that
has a lot of dialogue. I will model my thinking of how the characters are
feeling and how that affects my voice and intonation as I read. I will then ask
them if they noticed how I sounded timid or unsure at first when I read what
Iris said. I will tell them that I then changed my voice to sound understanding
and reassuring when Grandpa spoke. I will tell them that as I read on, my voice
became small and meek to show how Iris was feeling.
After I model this for
them, I will then ask them to try it. I will ask them to turn to their partner
and read the page of Iris and Walter that is on the SmartBoard. I will
have the “frogs” read the page without any expression and word by word. I will
then tell the “toads” to read the page after the “frogs.” I will tell the
“toads” to make sure they jump into the character’s shoes and make sure their
voice sounds like the character is feeling. I will then bring their attention
back to me and turn to another page of the book on the SmartBoard. This time, I
will ask the “frogs” to try reading the page word by word without any
expression. After the “frogs” finish reading, the “toads” will then get a
chance to read the page and jump into the character’s shoes and make their
voice sound like the character is feeling.
After they have finished this, I will then
bring their attention back to me. I will tell them that I want them to consider
what a character is going through in the story and make sure their voice shows
how the character is feeling. The mini lesson will take about 8 minutes. I will
then send “frogs” to their partner spot first and I will send “toads” to their
partner spot second. During partner reading I will circulate around the room to
make sure that each group is on task. I will then meet with one partner group
to confer with them and check in on their reading. Partner reading will be
about 10 minutes.
After partner reading,
I will ring the chime and ask the students to come back to the carpet to their
reading spots with their book. I will tell them that it is helpful to pay
attention to who the dialogue is assigned to. I will tell them often times, tag
lines help us keep track of who is talking. I will then read a page of Iris
and Walter from the SmartBoard. On this page, I have highlighted the words
“said,” “called,” and “yelled.” I will tell my students that these words are
called taglines. I will tell them that taglines tell you how the character is
speaking. I will also say that sometimes
a book will not tell us who is talking, so you have to keep track by picturing
the characters in your mind, matching the voice in your head to the character’s
feelings. After I explain this, I will then show them another page from Iris
and Walter and tell them I want them to turn and talk with partner to
figure out what the taglines are on the page. After they have talked to each
other I will then bring their attention back to me. I will call on two students
to tell me what taglines they found with their partner. I will highlight the
tagline on the SmartBoard as they tell them to me. Before sending them back to
their seats to read independently, I will remind them that today and everyday
as you read, remember to make sure your voice shows how the character is
feeling. I will then have them go back to their seats to read independently.
During independent
reading, I will confer with 3 students and check in on their reading. I will
also pull two groups, one guided reading group and one strategy group. For the strategy
group, I will work with two students who are on a higher reading level. Their
reading goal is being able to retell what happened in the story. I will work on
this goal with them by providing them with a flip chart tool that will help
them summarize what is most essential in the story. I will model and example
for them on how to use the flip chart effectively for retelling. For the guided reading group, I will work with
3 students who are on a lower reading level. The purpose of this guided reading
group is to try to raise their reading level. I will show them strategies of
how to figure out tricky words so that they can become more confident readers.
One strategy that I am going to focus on is taking a picture walk. I will model
for them how I can read the picture before I even read the words, and that will
help me identify some of the tricky words. I will have them each turn their
chairs around and read independently. I will come around and read with each
student to see how they read the picture to help them figure out tricky words. I
will also confer with two students at their desks to check in with them on
their reading goal and see how they are progressing. To close the guided
reading group lesson, I will remind them to use a picture walk as a strategy
when they come across a tricky word. Students will independently read for about
25 minutes.
Closure: Briefly describe how you
will close the lesson and help students understand the purpose of the lesson.
(Interact with learners to elicit evidence of student understanding of purpose(s)
for learning and mastery of objectives)
To close the lesson, I will bring all of the
students back to the carpet. I will ask them to bring a book that has dialogue
to the carpet. I will remind them that we change our voice when characters talk.
I will tell them that taglines tell us who is speaking and how they are
speaking. These taglines are what help us change our voice to fit the
character’s feelings. I will call on 5 students to share a tagline from their
book that they read today. I will write the taglines on chart paper so that
they can refer to it in the future when reading and writing. I will remind them
that today and everyday as you read, remember to make sure your voice shows how
the character is feeling.
I will then tell them that they are going to
complete a self-assessment based on their reading today. I will explain the
self-assessment to them before sending them back to their seats to complete it.
Once I have explained what they are going to do, I will send them back to their
seats to complete the self-assessment. I will tell them that once they finish
their self assessment they can put it in the red tray and pick out 4 new books
and put their book boxes away. Once they have cleared their desk, they can get
ready for the next subject of the day.
Differentiated Instruction: Identify one to three
students with learning differences. They may be special or general education
students, and they may represent a range of ability and/or achievement levels,
including individuals with IEP’s, gifted and talented students, struggling learners
and English language learners. They need not be the same students for each
lesson
Indicate, in the
chart below, those students who you have identified with special needs
and who require differentiated instruction. Provide the required information for
each student.
Student Name or ID
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Identify the special need (s) of the student.
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Briefly explain how
you will differentiate instruction for this student .
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O.G.
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O.G. is reading below grade level. O.G. has
trouble staying engaged while reading independently.
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O.G. has trouble staying engaged while reading
independently. Therefore, I will work with him in a guided reading group with
2 other students at his level. I will provide him with appropriate
scaffolding to increase confidence and engagement. I am working on lifting
him to the next reading level by scaffolding and teaching him what a picture
walk is. I am going to teach him to
read the pictures to help him figure out tricky words.
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K.K
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K.K. is reading below grade level.
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I will work with K.K. in a small guided
reading group. I will provide him with appropriate scaffolding to increase
his confidence as a reader. I am working on lifting him to the next reading
level by scaffolding and teaching him what a picture walk is. I am going to
teach him to read the pictures to help him figure out tricky words.
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Student Name or ID
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Identify the special need (s) of
the student
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Briefly explain how
you will differentiate instruction for this student
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M.D.
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M.D. is reading below grade level.
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I will work with M.D. in a small guided
reading group. I will provide her with appropriate scaffolding to increase
her confidence as a reader. M.D. is always engaged while reading, so working
with her in this small group will get her even more excited about reading. I
am working on lifting her to the next reading level by scaffolding and
teaching her what a picture walk is. I am going to teach her to read the
pictures to help her figure out tricky words.
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Student Name or ID
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Identify the special
need (s) of the student
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Briefly explain how
you will differentiate instruction for this student
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A.R.
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A.R. is reading above grade level.
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A.R. is at an advanced reading level for her
grade. She is working on reading and remembering what happened in the story.
I will work with her in a small strategy group and focus on retelling what
happened in the story. I will provide her with a flip chart tool that will
help her summarize what is most essential in the story.
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E.M.
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E.M. is reading above grade level.
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E.M. is at an advanced reading level for her
grade. She is working on reading and remembering what happened in the story.
I will work with her in a small strategy group and focus on retelling what
happened in the story. I will provide her with a flip chart tool that will
help her summarize what is most essential in the story.
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Notes from the pre-conference:
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Rev 11/2015
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