Muer Lesson Plan 1

TE 402 READING LESSON PLAN

Reading Lesson Plan # __1_

Your Name:  _____Megan Muer______________   Grade Level:  ____4th____  

Date lesson was taught:  _________4/17/13__  Number of Students: __2_____

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

My MT told me to specifically work with these two students on comprehension skills.

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

Predicting and identifying the big ideas.

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

The students will predict what the story is about, read out loud the book and identify the big ideas in the middle and end of the story.

4) Materials & supplies needed: Book: Harvey Potter’s Balloon Farm

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

PRE-READING: make participation norms explicit, elicit background knowledge, develop interest, set purpose (_2__minutes)

• Make participation norms explicit

·         The students will be prompted with open ended questions about the story. First start off with asking “Looking at the cover what do you think the story will be about? What makes you think that..?” “You both will read the story out loud rotating every two pages who reads. While reading make sure you think about the plot of the story and what is happening in the story.”

•  Introduce the text

·         “You both will read the story out loud rotating every two pages who reads. While reading make sure you think about the plot of the story and what is happening in the story.”

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) (_15_ minutes)

·         Stop half way through the book and have the students talk out loud if their predictions were right in the beginning or what has happened differently.

·         “What is happening in the story?”

·         The students may point to the words with their finger to follow the sentences as they read.

·         Sounding out words they are unfamiliar with or breaking the word into parts that they know

. Talk about what questions they have about the story so far, what are things that grab their curiosity.

·         Example: “Is the main character good or bad? Or “how are the balloons grown?”

POST-READING ACTIVITIES AND DISCUSSION: Provide scaffolding for guided practice and/or application activity (_2_ minutes)

Pull out the main points of the story; main conflict, characters why they were relevant?

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 (_2_ minutes)

Go back into the story and pull out words that were unfamiliar to the student or a word that was hard to read out loud. Create a list of words that will be discussed and what strategies help in understanding the word.

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

As the students are reading help them sound out words or identifying them. Segment the word and piece together the blended sounds. Also could have the student stop and look at the sentence trying to figure out what the word could mean based on context.