Reading Lesson Plan # _1__
Your Name: Brad Crimmins Grade Level:
3
Date lesson was taught: 4/11 Number of Students: 3
1) Rationale (What evidence
do you have that your focus students need to learn this skill/strategy?):
During
read aloud time as a class, Mrs.Rademacher will often ask questions to the
students about the book they are reading about what they think will happen or
if the students have any questions about the book. Students don’t answer with
concrete ideas and they don’t seem to analyze the story very well. They
understand what is happening in it and know the characters and plot line but
thinking about and connecting to the book seems to be absent.
I also
discussed with Mrs.Rademacher about students whom she thought needed support
and she agreed with the students that I had in mind.
2) List the reading skill/strategy that is the main focus of
your lesson (select ONE area):
Reader
Factors
3) Objective for this lesson (performance, condition, criteria):
Performance:
Students will be able to form relevant
questions regarding the text that they read. These questions should
Condition:
After reading the text twice the
student should be able to generate questions without looking back to the text
Criteria:
Questions generated should be relatable
to the stories plot, characters or setting. Students must generate at least 3
questions about the text.
4) Materials & supplies needed:
QRI Grade 3 Passage
5) OUTLINE OF LESSON PLAN (Provide a
bulleted list of ideas):
PRE-READING:
Hello students today we are going to be
learning how to get involved and think deeply about what we read. Our main goal
of today is to generate questions about what we read. This helps us to
understand what we read better and to get us actively thinking about the text.
In this lesson I will read a passage and model how to come up with questions.
Then we will read a passage together, have a discussion about it and come up
with our own questions. We will be reading about a students favorite teacher
Mrs.Quin and we will be reading about Milk!
This lesson is important because it
helps us understand what we read. Without skills like “questioning” we may
struggle to understand what we read. This skill can help us throughout the rest
of our lives. If we are having trouble reading something we can ask ourselves
questions to help us understand our own learning!
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) (__ minutes)
In order to generate questions during
reading you need to be thinking about what you know and what you don’t
know. These are some simple questions to
ask yourself to help you understand the reading.
Questions we can ask ourselves during
reading are
- What
don’t I understand?
- What
do I understand?
- What
is confusing?
- What
more do I want to know?
There are two main types of questions
we want to go over. The first type is questions that come directly from the
text. In our example passage the student talks about why they like Mrs.Quinn. A
questions could be “why does the student like Mrs.Quin?” “what are the things
Mrs.Quin does?” the answers to these questions come directly from the text. All
you have to do is read the text and the answer is found in there. The other
type of question is one that is outside of the text. This means you have to
think about things you already know and relate them to the text. These are
things that you as individuals bring to the reading, each of us has our own
ideas and thoughts and we want to us them to help us understand. For example I
think to myself, who was my favorite teacher? What made them my favorite
teacher? What about teachers that I didn’t like? Why didn’t I like them? These
are questions that we can ask that bring our own thoughts and ideas into
consideration.
Now we will read another passage then
discuss it and create our own questions.
POST-READING ACTIVITIES AND DISCUSSION: Provide scaffolding for guided practice and/or application
activity (__ minutes)
Now that we have read the passage lets
discuss it and generate ideas. First lets make up questions that you can find
in the text.
Now lets make up some questions that
your own thoughts and ideas bring!
If you are having issues take your time
and lets discuss what you know and what you don’t know. What is confusing to
you?
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 pay attention to the questions
the students generated. I will look at whether or not they fit one of the two
types of questions you can come up with after reading the text (in text vs
outside of text)
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 me to read the text
aloud first in order to understand it fully. Students may also need more time
to reread the passage during our discussion.
Reading Lesson Plan # 2
Your Name: Brad Crimmins
Grade Level: 3
Date lesson was taught: 4/17
Number of Students: 3
1) Rationale (What evidence
do you have that your focus students need to learn this skill/strategy?):
After
discussing the first lesson regaurding comprehension Mrs.Rademacher and I
discussed students who may not need as much reading support but rather fluency
skills. Being able to retell a story using fluent sentences seemed to be her
major concern for the students.
I also
have seen this behavior in the students. They are strong readers but when
generating complete sentences they seem to struggle a bit. Organizing their
thoughts in relation to the story is an issue.
2) List the reading skill/strategy that is the main focus of
your lesson (select ONE area):
Retelling
using the big ideas and in complete sentences.
3) Objective for this lesson (performance, condition, criteria):
Performance:
Students will be able to retell the
passages in complete sentences
Condition: After reading the passage aloud and then having the
opportunity to read it themselves.
Criteria: Retelling of the story must be done in complete sentences
4) Materials & supplies needed:
QRI Grade 3 Passages
5) OUTLINE OF LESSON PLAN (Provide a
bulleted list of ideas):
PRE-READING:
make participation norms explicit, elicit
background knowledge, develop interest, set purpose (___minutes)
• Make
participation norms explicit How will
you prepare the children to participate according to your lesson objectives?
List ways you will help them understand behavior and participation expectations
during the lesson. Be explicit about any changes in expectations if these are
different from patterns they are used to (e.g., raising hands, asking their own
questions, talking with each other rather than the teacher).
•
Introduce the text List what you will say/ask to activate children’s background
knowledge (e.g., brainstorming, quick write, KWL). How will you help
students understand the purpose of the lesson? List what you will say to
motivate them to become engaged in the lesson.
Hello students today we are going to be learning about
retelling stories in complete sentences and ideas. Our main goal today is to be
able to retell a story including the main ideas in complete sentences. This
ability is important to our learning because it helps us understand what we are
reading and be able to communicate that with our peers. We will read a passage
together and I will demonstrate how to identify the main ideas of story and
write them out. Afterward we will discuss this practi
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) (__ minutes)
The point of retelling is to summarize
a story. Think of a movie you have seen recently. Now retell it to me. Did you
tell me every single little detail? You just included the large ideas
When we are working on retelling a
story we need to ask ourselves some questions. Questions that can help are
- If
I didn't include this would it still make sense?
- What
is the most important part to understand the story?
- What
is the least important part of the story? If I left it out would the story
change?
In the
story of Mrs.Quinn I read it once and understand the story is about how a
student likes there teacher very much. She tells why she likes the teacher, how
she is nice, how she doesn't like it when people are mean. She also says how
she likes how Mrs.Quinn teaches and lets them work with their friends.
When
retelling a story you should make sure the story makes sense chronologically (
the story goes from start, middle, end not end, start, middle) . We also need
to make sure that our retelling captures the whole story. If I just said the
passage I just read was about a nice teacher would that be enough? No it wouldn't be, it is missing a lot of information that is important to
understanding the story.
POST-READING ACTIVITIES AND DISCUSSION: Provide scaffolding for guided practice and/or application
activity (__ minutes)
Now that you saw me model retelling
with complete sentences I want you all to try on your own. We will read a new
passage together and then we will all work quietly on retelling the story in a
minimum of 3 sentences. Remember to ask yourselves the questions to help you
retell the story.
Lets talk about what you all came up
with and what I came up with. We can discuss our ideas and talk about the
things we struggled with.
Lets ask ourselves the questions I
talked about early. (use questions from “during reading”
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 look for:
·
whether or not the students
are retelling the story in order
·
does the retelling include
the important parts of the story
·
are the ideas complete
·
are the sentences complete
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 me to read the text
aloud first in order to understand it fully. Students may also need more time
to reread the passage during our discussion.
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