Reading Lesson Plan #2

Reading Lesson Plan # 2 Rationale: Based on the students Reading Street story assessments, all students did not meet vocabulary standards regularly on unknown words, antonyms, synonyms, and “shades of meaning.” Objective for this lesson: Students will improve their vocabulary through a word study and use of context clues. Materials & supplies needed: “A Long Way from Chicago” by Richard Peck, pencil, worksheet, and internet access.

Procedures and approximate time allocated for each event  • Introduction to the lesson  (2-3 minutes)  “Today, we will be building off of yesterday’s lesson on using your schema to help make connections to a story. One important aspect of expanding your schema is to improve your vocabulary. Your vocabulary level allows you to better understand books and a better understanding allows for more connections to be made. Before we begin reading, I have chosen one word for us to use in a word study. After we finish this word study, you will own this word.” • OUTLINE of key events during the lesson (20-25 minutes) I will hand to the students a work sheet featuring the word “riveted.” On the worksheet, there will be six boxes: morphemic analysis/word parts, root word, suffix, word history, synonyms, other meanings. The students will use my iPad to find this information and fill out the corresponding boxes. Below the word “riveted,” I will have the students create their own personal definition. After this task, the students will begin reading out loud. Once we reach other challenging words, I will pause the reading and ask the students to use context clues to uncover the meaning of the word. For the first vocabulary word, I will model for the students how to use context clues. If students already know the word, I will ask them to explain why the word fits along with the context clues. This will occur for several pages. After completing the last vocabulary word, I will allow the students to read silently to complete the rest of the chapter. • Closing summary for the lesson  (5 minutes) “What did we do today to improve your vocabulary before we read and during the reading?” Students will respond with the word study and context clues. “Why would it be helpful to read and then research a word you found that was unfamiliar to you?” Students should respond with an answer similar to “It allows us to improve our vocabulary and we can better understand a story when we understand the words being used.” Ongoing-Assessment: Students will consistently be able to use context clues effectively when determining the meaning of vocabulary words. I will observe whether this comes more easier or harder for specific students so I can identify which students need more practice in using context clues.

Adaptations: Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson? I will read out loud longer than the students so we can finish reading within the budgeted time.