Lesson Plan 4
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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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docx
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EDU 485 Tutoring Lesson Plan Framework
Name: Paige Gwyin Grade Level of Tutee: 3rd
Required Lesson Plan Element: Comprehension What is the goal and standard?
GOAL:
The student will be able to recall facts from a nonfiction text to demonstrate understanding of the text.
STANDARD:
RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
W.3.2.a
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic and group related information together, including illustrations when useful to aiding comprehension.
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 (RF.3.3)
Know and apply grade-level phonics and word analysis skills in decoding words.
a.
Identify and know the meaning of the most common prefixes and derivational suffixes.
b.
Decode words with common Latin suffixes.
c.
Decode multisyllable words.
d.
Read grade-appropriate irregularly spelled words. (RF.3.3) (DOK 1)
Goal 2
(Comprehension):
Repeated readings with comprehension.
The student will be able to reread a text with accuracy.
(RF.3.4)
Read with sufficient accuracy and fluency to support comprehension.
a.
Read on-level text with purpose and understanding.
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.a
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic and group related information together, including illustrations when useful to aiding comprehension.
Learning Outcomes:
At the end of the lesson, the student will know how to identify facts from a text that help them understand the theme of the nonfiction text.
At the end of the lesson, the student will be able to write an informational paper using facts from a nonfiction text.
At the end of the lesson, the student will understand share new information learned from the nonfiction text.
I can statement
: I can use graphic sources, illustrations, and informational text to increase my
understanding. 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 begin rereading text
National geographic Kids – September 11
th
The teacher will listen as the student reads aloud. The teacher will use fluency and self-monitoring prompts as the student reads.
The points the teacher will use these prompts are when the student reads. The heavier passages and when the student begin to rush or not stop for punctuation. o
Take a breath when you see a comma.
o
Make your voice go down when you see a period, then stop.
o
Does that make sense?
o
How does that fit with what you just read?
The teacher will reinforce prompts with positive feedback, encouraging the student to use self-monitoring strategies.
The teacher will ask the student a few questions after reading.
Looking back in the book for text evidence I want you to answer these questions.
o
What information in the story tells us about the tragic event?
o
What do you think it means when the author said, “The smoke rolled through the streets”?
o
What changes occurred due to the events of September 11
th
?
Word Work, Phonics, Fluency, Structural Analysis, Phonological Awareness Routine:
Incorporate what you have learned from Words Their Way
The teacher will introduce the game Double Scoop (Bear, Invernizzi, Templeton, & Johnston, 2020, p. 288) to review and master consonant doubling and e-drop when adding inflectional endings.
The teacher will prepare the game board and have sentences prepared for the game ahead of time. On the whiteboard, the teacher will write three columns: e-Drop, Double, No Change. Words included are:
o
Hopping
o
Sunning
o
Shopped
o
Hoping
o
Diving
o
Glided
The teacher and student will play Double Scoop together. Each turn, one player reads the sentence on a game card, repeating the underlined word. The opposite player writes the underlined word under the column it belongs. If the player writes it under the correct column, the player rolls the dice and moves their game piece. Players then switch roles. Play continues until someone reaches the end of the game piece.
The teacher and student will play two rounds of Double Scoop.
The teacher will model how to begin the game – the teacher will read directions along with the sentence on the game card. The teacher repeats underlined word and then tells student to write that word under the column (teacher will model both parts first round)
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 book Awesome, Disgusting, Unusual Facts About Animals
by Eric Braun.
The teacher will introduce the Gather Up Facts strategy from The Reading Strategies Book (Serravallo, 2015, p. 88)
. The strategy helps the reader recall what they have read
so far because, in nonfiction texts, the facts come at you fast. The teacher will have a piece of copy paper and markers to write facts down as they read through the story.
The teacher will use the anchor chart created in lesson 1 and will assist student in creating chart on paper regarding what is a fact and identifying the facts
The teacher will read chapters 1 and 2, then stop and pause to think aloud. The teacher will write down the facts as they read, including questions they may have as well.
o
Hmm… I didn’t know that octopuses may eat their legs if they are stressed or even because of a virus.
o
Koalas eat poisonous leaves then feed them to their young by feeding them pap. Pap has bacteria that help with the baby’s digestion.
o
I had no idea that snakes can eat animals their size! They must have a big
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appetite! I wonder how often they eat?”
The teacher will continue reading through the book with the student, modeling how to write down facts as they are read.
After reading, the teacher will review all the facts they read and determine what questions they still have and think aloud what sources they could use to answer their questions.
TTW review anchor chart on facts and fact finding – then TTW
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.
The teacher will introduce the book Awesome, Disgusting, Unusual Facts About Space
by Eric Braun. The teacher will also provide a piece of copy paper and markers for the student to use the Gather Up strategy as they read.
The teacher will ask the student to write the word living on their whiteboard. The teacher will review back to the word work exercise, asking the student which column they would put the word living. The student will put it under the e-drop column. The teacher will ask the student to turn to page 6 to check their thinking. The student will find the word living on page 6 in the third paragraph.
The teacher and student will begin reading chapters 1 and 2 together, stopping at each new fact to add to their copy paper.
The teacher will provide prompts as needed:
o
List the facts you remember.
o
What did you learn in this part?
o
That’s one fact. Let’s try to list a few.
o
Yes! All the facts you listed are from this part.
The student will continue reading, adding facts to their copy paper. Writing Connected to the reading. How will you think aloud, model, and guide the student through this process?
After reading, the teacher will ask the student to write a one-page informative paper about what they read in the book Awesome, Disgusting, Unusual Facts About Space
.
The teacher will ask the student to include three facts from their Gather It Up paper, referring to the facts they recorded as they read.
The teacher will remind the student to include an introduction to the topic and a concluding sentence.
After writing, the student will read their informative paper aloud to practice oral reading skills.
Assessment - How are you progress monitoring your goals? Goal 1:
Progress monitoring Assessment:
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.
RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
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.a
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic and group related information together, including illustrations when useful to aiding comprehension.
1.
I will formatively assess the student during the word work activity to better understand the student’s understanding of the phonics skills. The teacher will also assess the student’s ability to gather facts when reading a nonfiction text.
2.
The student will write facts on a piece of copy paper as they read the text, which demonstrates the student can identify important facts. The student will also write an informational paper to demonstrate their ability to explain how three facts helped them understand the text.
3.
I’m hoping to see if the student can pull important facts from the nonfiction text and demonstrate their ability to apply that information in their writing to explain what they learned from the nonfiction text.
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