Chern Lesson Plan 1

TE 402 READING LESSON PLAN

Reading Lesson Plan # 1

Your Name:  ___Christine Chern_______   Grade Level:  __First__  

Date lesson was taught:  __April 12, 2013_____  Number of Students: _2___

1) Rationale (What evidence do you have that your focus students need to learn this skill/strategy?):

These students have some difficulty reading in-class assignments. They can read word-by-word, but the need to be able to read fluently (with appropriate speed, accuracy and prosody) in order to read longer texts on their own as they advance to grade 2.

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

Fluency

3) Objective for this lesson (performance, condition, criteria):

The two students will be able to do a shared reading together of the picture book (Dog in Boots) with accuracy, appropriate speed, and prosody

4) Materials & supplies needed:

- Dog in Boots

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

PRE-READING: make participation norms explicit, elicit background knowledge, develop interest, set purpose (8 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).

-       I will ask them the basic behavior expectations, like what they should do when someone else is talking, and what to do when they have a comment to make.

-       I will also provide an expectation sheet with pictures to remind them throughout the lesson

-       Since we will be in the hallway, we will try our best to keep our voice level down, so that we do not disturb other classes

•  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. 

-       How often do you read books? Alone? With a parent or sibling?

-       What kinds of books interest you?

-       When you read a book, do you race through each page or do you stop at certain places and make your voice different? Can you give me some examples? Why do you pause, increase your volume or pitch at these places?

-       What about words that are bolded? Do you know what bolded means? (Show it and explain it)

-       How is reading out loud different from reading silently on your own? Does it make you want to read and listen more, because it gets you excited by reading with expression?

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) (12 minutes)

-       “Before we start reading Dog in Boots, by looking at the cover page, what do you think this book is going to be about?”

-       Before I use choral reading with the students, I will read without speed, prosody and accuracy, and then read with speed, prosody and accuracy to see if they can list the differences. I will also make them think about why it is better to read with speed, prosody and accuracy.

-       Then, I am going to use choral reading for the book and point to the words as I read. The students will read after me (every page).

-       I will read fluently with expression, appropriate speed and accuracy. If either one of them is missing one of the qualities, then I will stop to emphasize the quality that they missed, so that they can follow along.  

-       When I encounter the punctuation marks, I will make sure they read it like how I modeled it. If they do not, I will explain why the punctuation mark should be read in a specific way. Then, I will model it and they will repeat. When the same punctuation mark appears for the second time, like the ellipsis on page 5, I will purposely read it wrongly (speeding through, rather than slowing down as if I am in thought), and then see if they catch my mistake. If not, then I will ask them to think about how it should be read, and whether we read it correctly.

POST-READING ACTIVITIES AND DISCUSSION: Provide scaffolding for guided practice and/or application activity (10 minutes)

-       I will pull out a piece of paper with the punctuation marks and corresponding examples. Students will show me how they are going to read each punctuation mark and text feature (, like bolded words)

-       They will tell me and explain their reasons for how they show each punctuation mark and/or text feature

-       Then, the two students will do a shared reading of the book.

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)

-       Throughout the lesson, I will keep track of their fluency (appropriate speed, accuracy and prosody) during reading.

-       By the end of the lesson, where they have to do a shared reading without my guidance, I simply listen and make note if they have improved (from choral reading)

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

-One of the students will need a social support for classroom behavior. I will have a paper with all the expected behaviors (presented in the beginning of the lesson) on the table throughout the lesson as a reminder.

- When the a student does not follow the behavior expectation, then I will point to the paper to remind him/her

- When they do, for example, raise their hands though, I will point to the paper and tell them to keep it up