Lesson Plan 3
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Des Moines Area Community College *
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538
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English
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Feb 20, 2024
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EDU 485 Tutoring Lesson Plan Framework
Name: Paige Gwyin
Grade Level of Tutee: Third Required Lesson Plan Element: Word recognition and vocabulary
What is the goal and standard? STANDARD:
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content
, choosing flexibly from a range of strategies. a.
Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable
/
disagreeable
, comfortable
/
uncomfortable
, care
/
careless
, heat
/
preheat
).
I CAN statement: I can use context clues to figure out the meaning of a word.
Goal 1
(Foundational Skills): QPS Quick Phonics Screener. The student will understand how to apply phonics and word analysis skills when they read their dictated texts.
Standard Aligned with Goal: At the end of the lesson, the student will understand how to apply
phonics and word analysis skills when they read their dictated texts. PHONICS Skills addressed: CVCC CVCE words. Fast bridge word list set 3 QPS: Sub test 3 Goal 2
(Comprehension):
Repeated readings with comprehension.
The student will be able to
reread a text with accuracy.
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (SL.3.2) (DOK 1,2)
Goal 3
(Writing): Informative writing/shared writing. The student will know how to tell a story using descriptive details within their story. Collaborate in a shared writing experience to convey information
W. 3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. B. Develop the topic with facts, definitions, and details
As you plan your lesson, remember to use evidence based instructional strategies
Rereading of a Familiar Book/Materials: This does not have to be the entire text. This should focus on standards in the author's craft and integration of text and ideas portion of the core. You could address fluency as well.
The student will reread the story The Man in The Red Bandana.
The teacher will praise the student for reading the story and paying attention to punctuation. EXAMPLE:
The student will be able to retell the story in their own words and share why they think the author wrote the story. TTW prompt student by giving sentence frames/starters. In the story_____ the major event that took place was….
The student will be able to identify that the story was written about a major historical event.
Word Work, Phonics, Fluency, Structural Analysis, Phonological Awareness Routine:
Incorporate what you have learned from Words Their Way
The teacher will introduce the vocabulary activity Vocabulary Concentration
(Bear, Invernizzi, Templeton, & Johnston, 2020, p. 284). The teacher will have index cards with the vocabulary words written on them (Terrorist attack, Hijack, Threat, Twin tower, Pentagon, symbol) and index cards that have the definitions for the words on them. The words come from the book National Geographic Kids, September 11
th
. The teacher will mix the vocabulary words and definitions up, then lay them face down on the table. TTW think aloud model – pick up a card read word TTW say now I need to find the definition that matches this word so I have a match,
The teacher and student will take turns turning over two cards, trying to match the vocabulary word to the definition. After making a match, the teacher or student will use the vocabulary word in a sentence. TTW model steps above – When match is found we will set them aside. We will use the word in a sentence later. For example, The terrorist attack that took place was called 9/11 – also known as September 11
th
.
** The teacher will tell student that we will use these sentences to use in our writing
The student will choose one word and create a Frayer Model diagram with. The teacher modeled this last lesson, student will do this on their own this lesson.
TTW use a Frayer model example – word chosen is hero The teacher will write the definition in one box, se a sentence in the other, draw a picture etc. TTW model this and we will do one together Read Aloud: The focus on this section is comprehension. Your work should come from the key ideas and details portion of the core. This is a great place to address text structure. Remember to think aloud and model
. The student’s role during this part of the lesson is to watch the teacher.
The teacher will introduce the text
National geographic Kids – September 11
th
.
The teacher will ask the student what they heard from their parents on the tragic event? The student will understand that 9/11 was a tragic event that was a terrorist attack.
The teacher will ask if the student has seen any other books or videos on 9/11before.
The student will be able to identify as seeing 9/11 talked about on the power point from
a few sessions ago. The module we looked at for kids nat. geo video.
The teacher will think aloud, “I have always wondered how people who were not alive during 9/11 would learn about it as they were older or as history goes on. Today we are going to be reading a story titled National geographic Kids – September 11
TH
. The story is about facts and the stories that occurred during September 11
th
, 2001.
The teacher will ask the student to turn to the table of contents on page three and ask how the table of contents helps us predict what the book is about. The student will be able to predict that the book is about 9/11 and the events that took place during this time. The planes, the incident that occurred multiple places etc.
The teacher will think aloud, “Reading the table of contents makes me wonder if students today could use the facts in this story to build a research project or write our informative paragraphs about the event. How could the facts, pictures, and other stories help us?
The student will share questions they have about September 11
th
and the learning from the last few tutoring sessions and work we have done. What have we learned and
or wonder so far from the stories we have read? The student may wonder why this happened. What happened after? Did they rebuild the buildings? How has security changed? Has flying changed?
Reading of a New Material: The focus on this section is comprehension. Your work should come from the key ideas and details portion of the core. This is a great place to address text structure.
After creating predictions and questions about the text, the teacher will ask the student
to begin reading the book aloud with guidance. The teacher will read parts and the teacher will have student read the highlighted parts of the paper copy the teacher gave
the student.
The student will read National Geographic Kids – September 11
th
. (Highlighted parts teacher created prior) TTW read the non-highlighted parts. GUIDED PER TEACHER.
The teacher will begin to read aloud Nat. Geo. 9/11 – highlighting the evidence and facts in text The teacher will - Point out specific details to show students how to answer questions using text
– The towers were hit, the attacks happened at different times that day. Plane 1 hit, plane 2 hit, TSW share out what they took away and can identify from facts in story. EXAMPLE ABOVE. Varies. The smoke covered the sky, people died,
The teacher will – give directions to make chart and model through with student
The student will create a chart of facts as we read through with guidance
The teacher will ask the student what new questions they may have and how they would
describe September 11
th
and the events that took place.
The student will wonder how 9/11 has changed the ways that airports operate and how
the world has changed since that day.
The student will continue reading the story through to the end with teacher – highlighted parts and TTW read non-highlighted parts.
The teacher will ask the student to share how the story aligned with their before-
reading predictions.
Comprehension strategy worked on – retelling and identifying the facts in the story – these help us retell or give a summary of the story. The events took place in new York
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city.
Anchor chart on fact/opinion to differentiate and know the difference. Writing Connected to the reading. How will you think aloud, model, and guide the student through this process? The teacher will review that the book shares the story of September 11
th
, the tragic events that
took place, and the various heroes and stories from the day. We will use the word in a sentence later. For example, The terrorist attack that took place was
called 9/11 – also known as September 11
th
.
We will use facts from story ex: the towers fell, there is a memorial now, many lost their lives, a boat helped fight the fire. Heroes and people from all over helped. The black smoke rolled through and covered the cities sky.
The events that took place were of importance and the student has been able to read 3 books
now as we have been working through or sessions together. The student will write a reflection about the hero they chose from last session and talked about as well as an event from the day or an overview of what happened. The teacher will encourage the student to include at least three of the vocabulary words learned during the vocabulary activity. Student will access word chart, Frayer model created and the matches we made at the beginning of our lesson.
Assessment - How are you progress monitoring your goals? Goal 1: Progress monitoring Assessment: QPS Quick Phonics Screener.
Data Collected: Sub Test 3 – CVVC, CVCE words - Goal 2: Progress monitoring Assessment: Repeated readings with comprehension
Data Collected: CWPM – the passage we read is below his grade level to monitor his fluency. This session: we did not do this but we read the story together.
Goal 3: Progress monitoring Assessment: Informative writing/shared writing.
Data Collected: Writing samples from our sessions together so far. Writing prompts, probes regarding the events. Facts and opinion.
a.
The teacher will use formative assessment to monitor the student’s ability to match vocabulary words to definitions, then apply those keywords into their writing. The teacher will ask questions about the topic September 11
th
before, during, and after reading, monitoring the student’s ability to use the text to answer questions.
b.
The teacher will gather data through the final writing assignment and by keeping track of student’s ability to answer questions in the tutoring observation log.
c.
Learned about student’s ability to use context clues to answer questions about the text. Building off previous sessions, I hope to see the student being able to
make predictions about the book before