Reading Lesson Plan # 2

Reading Lesson Plan # 1 Rationale (What evidence do you have that your focus students need to learn this skill/strategy?): Directed Reading Assessment (DRA) comprehension scores Objective for this lesson (performance, condition, criteria): Students will be able to recall events and details mentioned and to communicate them in the correct sequence in which they occurred. Materials & supplies needed: Worksheets & Stories from Comprehension We Use Book C pages 42, 43, 44

Procedures and approximate time allocated for each event  • Introduction to the lesson  (5 minutes)  “Today, we will be recalling sequence when we read.  This sheet of paper (page 42) gives us a plan to follow so we can recall sequences.  {Name of student}, will you read the first paragraph for us?" "{Name of student}, will you read the four steps." “Do you use and think about these steps when you read? Do you think this plan will help us recall sequences? Why do we care about sequence?  Why does the order matter when we read?” • OUTLINE of key events during the lesson) (15 minutes) -I will review protocol:  When we read, we read together-even if one student is reading out loud, others are reading silently.  There are no bad ideas or thoughts, we accept and respect everyones ideas and thoughts. -During the initial reading, we will follow the plan for locating details:  We will read the question Read the passage to see what it is about While reading students will be encouraged to underline, highlight, circle or take notes to easily recall/find the information While we read, we will pause after each paragraph/event.  During these pauses we will discuss what was just read and picture it.   Tell yourself the order in which things take place to answer the question -Once we select an answer, we will record them on the worksheets. • Closing summary for the lesson (5 minutes) -"Did picturing the events help recall the sequence?" -"Did anyone take note, highlight or underline?  Was it helpful?  did it make it easier to recall?" -"Will you continue to use these steps when you read on your own?  Why or Why not?" -"It is easier for me know remember what I read and learned when I imagine/picture what I am reading and when I take short notes.  I use these steps when I read for school too, because you want to not only be able to recall some details, but recall them in the correct order.  If I was telling you about my weekend, but I started telling you that I went to the circus and bought a pretty blue dress, you would think that I bought it at the circus, rather than at the mall.  That is one example of why sequencing is so important!" -"Great job today!  I now know that if I need someone to remember details for me, I'm coming to you!" :] Ongoing-Assessment: Students are continuously reading and being assessed.  By picturing the events, taking margin notes and following the plan to sequence stories, students will be able to recall events in the order of which they occurred; this will also allow students to review, assess and understand the text they are reading.

Adaptations: Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson? We will read as a group to pace one another and so students are reading and continuously engaged.  We will also have a 2:1 student to teacher ratio, so asking and providing help and guidance will be easier.