Miller Lesson Plan 1

TE 402 READING LESSON PLAN

Reading Lesson Plan # _1_

Your Name:  __Taylor Miller_________________   Grade Level:  ___1____  

Date lesson was taught:  __16 April 2013_____  Number of Students: __2____

1) Rationale (What evidence do you have that your focus students need to learn this skill/strategy?): During my language arts discussion lesson, these students stood out most as students who were struggling with using prior knowledge to make text-to-self connections. Both students did not participate in the text-to-self portion of the post-reading discussion. During the text-to-self discussion, John played with his shoes, cupped his face in his hands, looked sleepy, sat back from the circle up against the wall, and talked with other students nearby. Jackson did not answer any questions either and was distracted by his neighbors.

2) List the reading skill/strategy that is the main focus of your lesson (select ONE area): Connecting (text-to-self)

3) Objective for this lesson: Students will make text-to-self connections during and after a read-aloud of a short text about going on a trip by writing a short journal entry about similarities and differences between the family in the book and their own family on vacation.

4) Materials & supplies needed: QRI-5, page 201: “The Family’s First Trip”, paper and pencils, whiteboard and marker

5) OUTLINE OF LESSON PLAN (Provide a bulleted list of ideas):

PRE-READING: make participation norms explicit, elicit background knowledge, develop interest, set purpose (_3_minutes)

• Make participation norms explicit

I’m going to read you a short story about a family’s first vacation. While I’m reading, I want you guys to think about how this story is similar or different to you and your family.

•  Introduce the text    

(Concept questions from QRI-5, page 214): What does it mean to travel? What can children do to keep themselves busy on long rides in the car? What kinds of things should you pack if you are going on an overnight trip? How does the weather affect what you bring along on a trip?

Let’s see how this family’s first trip goes.

To go somewhere, watch tv, bring toys and play, ipod, underwear, clothes, game, ds, xbox, I have taken it on one, umbrella, bathing suit, jakets, boots

DURING READING: Model how to engage with the text (e.g., use of reading strategies and analytic thinking process, inserting vocabulary support, comments and questions to support and extend comprehension and interpretation) (_2_ minutes)

POST-READING ACTIVITIES AND DISCUSSION: Provide scaffolding for guided practice and/or application activity (_7_ minutes)

• Write a journal entry about the ways this family’s trip is the same or different from any trips your family has gone on.
• This is called making text-to-self connections.
• Journal entries like this help us link the ideas we read about with things that we have actually done, and that can make the story more fun.
• (On whiteboard) I’m going to say a couple things about my family’s vacations and how they are similar to this story. I’m also going to say something about how they are different. I used to take Barbies with me on road trips to play with, and I took books too but I never read them because it made me feel carsick like the boy in the story. I had a CD player too that I would take like the boy.
• What do you remember from your family’s vacation?

ONGOING-ASSESSMENT: what will you pay attention to in order to evaluate the extent to which your students met the stated objectives for the lesson (__ minutes)

I will be looking for meaningful connections between the students’ experiences and the text in their journal entries.

6) Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson?

Students may need to be directed to the word wall for certain words, or need guidance in “sounding out” words they cannot spell. They may also need guidance in blending word sounds. Students may need to be reminded to focus on their work instead of talking a lot to each other or to me.