Matthews Reading Lesson #2

Reading Lesson Plan # 2 Rationale (What evidence do you have that your focus students need to learn this skill/strategy?): Assessments done by MT show that these students will read the book and sound out words, but still have no idea what is happening in the storyline. This lesson is to help students use other clues in the text to understand what is occurring. Objective for this lesson (performance, condition, criteria): While reading through the selected text, students will draw conclusions based on context clues of facial expressions and other clues in the book to further their understanding of what is occurring in the text. Materials & supplies needed: Text “Tight Times” by Barbara Shook-Hazen

Procedures and approximate time allocated for each event  • Introduction to the lesson  (What will you say to help children understand the purpose of the lesson?  How will you help them make connections to prior lessons or experiences?  How will you motivate them to become engaged in the lesson?) (5-8 minutes)  ·         Several students in my classroom come from families with limited resources- the text is about a father who loses his job from the young son’s perspective. Added is the fact that all the young boy wants is a dog, and students should have no trouble identifying with the main protagonist. ·         I will ask questions such as “Have either of you ever wanted a puppy or a kitty, but your parents told you that you couldn’t get one?” (Hopefully one or more says yes) “Why did your parents say you couldn’t have one?” “Did any of your parents say that a dog/cat was too expensive?” ·         To start off on learning, I will tell the students “We’re going to be reading a book where I’m going to ask you to look at the pictures to help you figure out what is going on in the story, and what you think might happen. We will pause during the story to look at the pictures and see what they can help tell us about the story we’re reading.” • OUTLINE of key events during the lesson (Include specific details about how you will begin and end activities; how you will teach students what the strategy is, how to use the strategy, and when to use it; what questions you will use; how you will help children understand behavior expectations during the lesson; when/how you will distribute supplies and materials) (20-25 minutes) ·         Establish the expectations for what rules there will be during the lesson “While I am reading, you should be following along silently. If you have questions, wait until I stop reading until asking them.” ·         I will read the book aloud to the students and pause on every page to ask the following questions “What is going on in the story at this point? What do you see in the picture that shows what is going on?” These are the general questions that I will make sure to ask on every page. ·         I will also ask more individual questions for the different pages, such as “How does the dad look on this page? Why do you think he feels this way?” or “Why do you think the parents are hugging the boy?” • Closing summary for the lesson (How will you bring closure to the lesson and involve children in reflecting on their experiences?  How will you involve them making connections to prior lessons or prepare for future experiences?  What kind of feedback do you want from them at this time?) (5-8 minutes) ·         “So what were we able to do using the pictures?” (“They tell us what was going on in the story.”) “So, if we’re reading a book and we don’t understand all the words, or what the words mean, we can look at the pictures to help us figure out what is going on, right?” ·         We will go over instances where students might have used this strategy of comprehension in the past, and how they may use it in the future. Ongoing-Assessment: (How will you know the students are progressing toward your identified objective?  What will you observe for and/or take notes on to help you plan follow-up instruction?) ·         I will see students able to pull clues about the story from the pictures, such as expressions on the faces of the characters, or little details showing what is going on in the story, or parts of the picture that enhance the story beyond just the words.

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 the story aloud, so that there will be no confusion, and we can stop at my discretion to talk about the pictures. Because this group has a 2:1 student to teacher ratio, I don’t have to worry about the shy student of the class (that is in this group) not speaking up. I do not have any of the ESL/special needs students in either of my groups.