TE 402 READING LESSON PLAN
Reading Lesson Plan # 2
Reading Lesson Overview:
The students I will be completing
this lesson with are students that are in the classes lowest reading group. The
teacher has their centers organized by reading level, and she has a center
where she works with students doing RTI work based on their reading levels.
When discussing with my mentor teacher, she explained to me that these students
have a hard time with comprehension. This also hinders their ability to write
or tell a summary at the end of a piece. I have seen many examples of students
summaries and I felt that it was an important skill for the students to
practice so that they can improve their comprehension skills. The students I
worked with are Kevin and Ian. They both are in the lowest reading group and they
often struggle with getting work done on time.
As
Neufeld explained in the readings, in order to teach comprehension it is important
that students are able to quickly understand the meaning of words in a text and
what is important in the text. This is why I have chosen to use highlighting
while I read aloud the article to the students. This will allow me to point out
interesting parts of the article and important parts, just like I would for a
read aloud with a book. This will allow them to ask questions about the text
and for me to ask questions about the text so they remain engaged during the
reading.
Your Name: _Laura Tollis____ Grade Level:
__4__
Date lesson was taught: _4/16/2013__ Number of Students: _2_
1) Rationale (What evidence
do you have that your focus students need to learn this skill/strategy?):
The
evidence I have for students needing to learn this skill of making summaries is
from my mentor teacher. She explained to me that the students have trouble
sorting through the content of a text and deciding what are key points in order
to create a meaningful summary.
2) List the reading skill/strategy that is the main focus of
your lesson (select ONE area):
Summary
3) Objective for this lesson (performance, condition, criteria):
Students
will be able to highlight text for key points, then write a summary based off
of the key highlighted points.
4) Materials & supplies needed:
Highlighters
Articles
for each student
Lined
paper and pencil
5) OUTLINE OF LESSON PLAN (Provide a
bulleted list of ideas):
PRE-READING:
make participation norms explicit, elicit
background knowledge, develop interest, set purpose (_5_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 explain to students that we are
going to practice making a summary
·
I will ask them what they think a
summary is and what they think is important in a summary
·
Tell students to ask any questions
along the way and that they don’t need to raise hands during the lesson, if
they have a question they may just ask it. It will be more of a conversation
than talking at the teacher.
•
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.
·
Unearthing Ancient Africa article
·
What do you know about the African
continent?
·
What do you know about ancient
civilizations? Can you think of any others?
·
What do you think this article will
tell you about ancient Africa?
·
I am going to read this article to you
as you follow along with me. After each paragraph we are going to stop and do
some highlighting and stop for questions.
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) (10 minutes)
- After
each paragraph we will discuss what we think is important and needs to be
highlighted
- I
will talk about how you only highlight key phrases and sometimes
sentences, but never whole paragraphs
- If
needed we may also make notes of questions we have, or comments, in the
margins of the article to help us write our summary afterward
POST-READING ACTIVITIES AND DISCUSSION: Provide scaffolding for guided practice and/or application
activity (_10_ minutes)
I
will assist the students in writing a summary based on the highlighted portions
of the article that we previously marked. I will model the first sentence and
then ask them to finish their summary.
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)
After
the lesson, I will read the summaries that they wrote and compare them to what
they highlighted. Students will meet the objective if they properly
highlighted, and that the summary includes the key points that we discussed.
6) Based on what
you know about your focus students, what Academic, Social and/or Linguistic
Support will be needed during the lesson?
Students will be held to the same
classroom social and academic norms. They will be expected to do their best and
to stay on task.
REFLECTION:
In
relation to my objectives my students did fairly well with the lesson. The
students throughout the article asked questions about what certain things were
and made connections throughout the piece. They did not do as well as I hoped
when we went back to highlight the key pieces and writing the summary. During
the highlighting portion, both Kevin and Ian had trouble with determining what
part of each paragraph was most important and should be highlighted. Then
afterwards, when writing the summary they both often waited for me to tell them
what they should write, instead of going back into the text themselves in order
to remind themselves what had happened. I did my best to encourage the students
to work independently without my help, but Kevin and Ian would not continue
unless I helped them come up with a sentence starter.
Highlighting
was a new technique for these students, and I think that turned out to be an
advantage during this lesson. Kevin and Ian were excited to try a new technique
and explained to me afterwards that it helped them. I think that the weaker
part of my lesson was the article that I chose for them to read. If I was going
to do this lesson again with the same students I would have chosen an article
that was not as difficult. I think this article was too difficult for the students,
and hindered their comprehension, more than it taught them something new.
For
myself as a teacher, I think I did really well encouraging the students to find
the important parts of the article in order to be highlighted. I think I explained
how to highlight well, and made the skill meaningful to the students. I think I
could improve on ways to encourage students to continue working, without me
just telling them what to write. The students in my MT’s classroom are very
used to having someone just tell them the answer if they did not get it. I felt
like I was in a dilemma because I wanted to try to help the students, but I
caught myself giving them answers. I would like to learn more strategies to
helping students in a positive way that helps them to think critically and
problem solve.
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