EDUC 3423—Lesson Plans (#1-10)
Lesson Plan 1
Objectives:
1. The student will be able to examine the title
and the book cover to predict the story.
2. The student will be able to question the text
to identify the author’s meanings.
3. The student will be able to refer to the text
to answer questions related to the text.
Sunshine State Standards:
LA.2.1.6.3 – The student will use
context clues to determine meanings of unfamiliar words.
LA.2.1.7.1 – The student will
identify a texts features (e.g., title, subheadings, captions, illustrations),
use them to make and confirm predictions, and establish a purpose for reading.
LA.2.1.7.8 – The student will use
strategies to repair comprehension of grade-appropriate text when
self-monitoring indicated confusion, including but not limited to rereading,
checking context clues, predicting, summarizing, questioning, and clarifying by
checking other sources.
Instructional Method:
Ask the student if he is familiar with a diary or
journal (and explain the purpose of having a diary or journal is to record
thoughts people like to keep for future reference). Introduce the book Diary
of a Worm by Doreen Cronin and discuss/predict what the story is about
based on the book’s title and illustration.
Read the book Diary of a Worm by Doreen
Cronin, stopping at certain pages to question the author’s meaning.
o
Question
for diary entry of April 4: Why do you
think the family of worms dug deeper, guessing by the picture?
o
Question
for diary entry of April 10: Why do you
think hopscotch is a dangerous game to the little worm?
o
Question
for diary entry of June 15: Supposing the
little worm’s comment to his sister was not an insult, what do you think he
meant when he told her that her face will always look just like her rear end?
Once the
Read Aloud is done, give a book cover coloring worksheet (found at http://www.kidzone.ws/reading/bookcover.htm),
and instruct the student to draw his own version of a book cover for the story
(detailing his favorite scene from the book).
If time
permits, allow the student to discuss some of his favorite parts of the story,
going back to each page as he shares them.
Assessment:
Aside from
the questions mentioned above (which are part of the read aloud strategy), no
form of assessment is given for this lesson. The book cover assignment is
solely meant as a fun learning activity.
Materials/Resources Needed:
1. Book: Diary of a Worm by Doreen Cronin
3. Pencil/Crayons to color the book cover
coloring sheet
Duration: 30 minutes.
Lesson
Plan 2
Objectives:
4.
The student will be able to use written
instruction(s) to complete survey worksheets.
5.
The student will be able to question the text to
refer to text and illustrations to predict, summarize, and comprehend the main
idea of the story.
Sunshine State Standards:
LA.2.1.7.1 – The
student will identify a texts features (e.g., title, subheadings, captions,
illustrations), use them to make and confirm predictions, and establish a
purpose for reading.
LA.2.1.7.3 – The
student will summarize information in text, including but not limited to main
idea, supporting details, and connections between texts.
LA.2.6.1.1 – The
student will read informational text (e.g., directions, graphs, charts, signs,
captions) to follow multi-step instructions, answer literal questions, perform
tasks, learn tasks, and sequentially carry out the steps of a procedure.
Instructional
Method:
The
Surveys: Hand out the
Elementary
Reading Attitude Survey worksheet
(page 217-221) from Assessment for Reading Instruction, go over the
instructions with the student, and have the student fill out the survey. Once
the worksheet has been completed, pass out the Interest Inventory worksheet (“Tell
Me What You Like”, page 213) from Assessment for Reading Instruction, go
over the instructions with the student, and have the student fill out the
survey.
The
Read-Aloud: Ask the
student if he has ever seen or ridden in a taxi. Ask him to suggest what the
story might be about based on the illustrations of the book cover and title.
Read the story to the student, pausing at certain parts to ask questions such
as, “What does it mean to roam? (page
14)” “What’s a fare? (page 17)” “Why does the husband need to take his wife to
the hospital (page 21)” and “What’s a tip? (page 26).”
After
the story is finished, first ask what was unique about how the story was
written (some of the end-words rhymed with each other). Then, ask the student
to tell reveal the summary of the main idea, based on the events of the story
(the student can use the book to flip through the pages to do so).
Assessment:
The two surveys are meant to be the assessments of
the lesson (though the student is not to know that they are assessments, just
fun worksheets to complete), but the read-aloud is simply a fun treat for
completing the two surveys.
Materials/Resources
Needed:
1.
Worksheet: Elementary Reading Attitude Survey (page
217-221) from Assessment for Reading Instruction (2nd Ed.) by
Michael C. McKenna and Katherine A. Dougherty Stahl.
2.
Worksheet: Interest Inventory (“Tell Me What You
Like,” page 213) from Assessment for Reading Instruction (2nd
Ed.) by Michael C. McKenna and Katherine A. Dougherty Stahl.
3.
Book: The Adventures
of Taxi Dog by Debra and Sal Barracca.
4.
Pencil(s).
Duration: 30 minutes.
Lesson Plan 3
Objectives:
6.
The student will be able to read text paragraphs
with little difficulty.
7.
The student will be able to recall the main idea and
supporting details by referring to the text.
Sunshine State Standards:
LA.2.1.4.3 – The
student will decode phonetically regular one-syllable and multi-syllable words
in isolation and in context.
LA.2.1.7.3 – The
student will summarize information in text, including but not limited to main
idea, supporting details, and connections between texts.
LA.2.4.2.4 – The
student write communications, including friendly letters and thank-you notes.
Instructional
Method:
The
Informal Reading
Inventory (IRI): The
IRI will be several stories given to test the student’s frustration level.
Beforehand, because the original worksheet had “Test” written on it, cut out
each paragraph and glue onto construction paper and made into a booklet (design
it into a book of short stories or simply have them each on construction paper
as individual handouts). Have the student begin with the shortest story
paragraph (which will be the PP worksheet about Jan and her dog) and have the
student orally read the paragraph and orally answer the comprehension questions
afterwards. Based on the score of his comprehension and fluency, if he has not
yet reached his frustration level, continue to the next paragraph/handout of
the following passage. The assignment will
stop if the text becomes too hard for the student and/or it is evident from the
scoring that he has reached his frustration level.
The
Read-Aloud: Ask the
student if he has ever been to the beach. Pass him a seashell and tell him to
place it close to his ear and tell him that most people say that the sound
heard is said to be the sound of the ocean. Read the story What the Sea Saw
by Stephanie St. Pierre. During the read aloud, stop at certain pages to
discuss what certain words mean in the context of the story:
“(Page
7) What does it mean when the story says the ‘sky saw soft, white-feathered
wings dip into the foaming sea?’ For what purpose?”
“(Page
10) When the passage talks about the gull seeing ‘fish in the sea swimming in schools,
scales shimmering silver,’ based on the context of the passage, and the
illustration of the picture, could this mean the word ‘schools’ could refer to
the group of fish traveling together in the same direction?”
“(Page
12) What does it mean when the passage says light on the waves were “weaving
into the deep?’ What is ‘weaving?’”
“(Page
15) What do you think it means when the passage says ‘a lone shark on the move?’
What could ‘lone’ mean in this passage?”
“(Page
18) When the passage reads, ‘The sea crashed against giant rocks, splashing and
foaming, leaving treasures behind in tiny pools that mirrored the sky,’ looking
at the illustration, what could the treasures be? (seashells, starfish, sea
weed, small fish)”
“(Page
24) When the passage reads, ‘Clouds gathered and burst, sending the sky falling
over the rocks, into the sea and onto the hot, dry sand,’ what could this mean,
based on the context of the sentence and also the illustration?”
“(Page
26) Have you ever seen beach plums on the beach before? Did you know they are
only native to the upper Atlantic Coast, between Maine
and Maryland?
Looking at the illustration, what could the thistles be in the
passage?”
Allowing
the student to flip through the pages once more ask, “In whose perspective was
the story from (the sky and the sea)?”
After
the story is finished, hand out a copy of pages 28 and 29 from Now
I’m Reading’s Animal Antics
Beginning Reader Set activity pad. Have the student work on the worksheets
(page 28 is asking him to write about a special gift, and page 29 is asking him
to address a gift card to someone and draw a picture of what the gift is
supposed to be).
Assessment:
The IRI will be assessed based on the assessment
sheet that I work on while the student reads aloud to me and while I record his
miscues (omissions, insertions, substitutions, reversals, teacher supplied
words, repetitions [only if not read fluent in repeated pronunciations]) from
the text. (The student is not supposed
to know that I am recording how he reads the text.) Then the student will be
asked several comprehending questions about the passage he has read, and he is
to give a response aloud. The IRI completion will depend on the overall
resulting score from the amount of errors the student makes in miscues and how
well he does answering the comprehending questions. If the score shows the
student has reached his frustration level, then the level should be recorded
and the assessing stopped.
The worksheets following the read aloud are for
enjoyment only and are not to be graded.
Materials/Resources
Needed:
5.
Worksheet: The student’s Informal Reading Inventory
worksheet with passages of several stories (each a Kindergarten, First Grade,
Second Grade, or a Third Grade level passage).
6.
Worksheet: The administrator’s Informal Reading
Inventory worksheet of the stories the student attempts to read, includes the
comprehension questions and scoring rubric to determine the frustration level.
7.
Worksheet: A copy of pages 28 and 29 from Now I’m Reading’s Animal Antics Beginning
Reader Set: Level 1 activity pad.
8.
Book: What the Sea
Saw by Stephanie St. Pierre.
9. Pencil(s),crayons, and seashell(s).
Duration: 30 minutes.
Lesson Plan 4
Objectives:
8.
The student will be able to identify a set of
z-words with little or no difficulty.
9.
The student will be able to pronounce the first 25
Fry Sight Words with little or no difficulty.
10. The student will
be able to identify and comprehend a selection of vocabulary words in the text
that display a meaning of sounds in written form.
Sunshine State Standards:
LA.2.1.4.1—The
Student will use knowledge of spelling patterns (e.g., vowel diphthongs,
difficult word families.
LA.2.1.5.1—The
student will apply letter-sound knowledge to decode phonetically regular words
quickly and accurately isolation and in context.
Instructional
Method:
Z-Test:
Provide the student with
a list of Z-words (as shown below) and have the student pronounce them out loud.
The Z-Test words:
Zit, Zay, Zin, Zap, Zan, Zill, Zack, Zing,
Zip, Zat, Zore, Zug, Zell, Zink, Zump, Zash, Zank, Zice, Zoke, Zick, Zock,
Zunk, Zake, Zame, Zaw, Zide, Zeat, Zop, Zot, Zuck, Zight, Zale, Zest, Zail,
Zain, Zate, Zine
Fry’s
Sight Word Test: Pre-write the first 25 Fry Sight Words
onto flash cards and place them face down and have the student turn them over
and pronounce each card he turns over. For words he misses, have him turn the
card over again for another try later. (Only go back to the missed words once,
and make note of any changes. If the student misses the word again, go over the
word with him, sounding it out slowly and then rapidly, and move on to the next
activity.
The first 25 Fry Sight Words:
the, of, and, a, to, in, is, you, that,
it, he, was, for, on, are, as, with, his, they, I, at, be, this, have, from
The
Read-Aloud: Introduce
the student to several sound words such as, “Creak,” “Slurp,” “Crackle,”
“Groan,” and “pitter-patter,” and ask him to share what comes to his mind when
he hears each individual word.
Read
the story Slop Goes the Soup: A Noisy Warthog Word Book by Pamela D.
Edwards. Stop during certain passages to ask the student to describe or show
what some of the words mean:
“Wobble,”
“Whoosh,” “Giggle,” “Swish,” “Ding! Dong!” “Gulp”
After
the story is finished, hand out a pre-written worksheet (included in this
lesson plan) that asks the student to select a sound-word from the list provided
and place it into the blank in the short passage below.
Assessment:
There should be an assessment checklist for both the
Z-test and the Fry Sight Words, so check off each word as the student reads
from the list or flash card, marking any he gets correct or incorrect.
The after-reading worksheet is not to be
assessed.
Materials/Resources
Needed:
10. Worksheet: Provided below.
11. Assessment worksheet (for you) for both the Z-Test
and Fry Sight Words
12. Flash cards: Z-Test and First 25 Fry Sight Words.
13. Book: Slop Goes the Soup: A
Noisy Warthog Word Book by Pamela D. Edwards.
14. Pencil(s).
Duration: 30 minutes.
Name: _____________________________ Date: _________________________
Directions: Select a word from the list provided and place it into the
passage where you think it is most appropriate. Choose only one word for each
blank slot.
Tick-Tock Click Clank Creak
_________________ goes the door and in came the
warthog from work.
_________________ goes the keys as he laid them on
the end table.
_________________ goes the switch as the warthog
turns on the light.
_________________ goes the clock, showing that the
warthog is on time to watch his favorite TV show.
Lesson Plan 5
Objectives:
11. The student will
be able to pronounce the second 25 row of Fry’s First 100 Sight Words with
little or no difficulty.
12. The student will
be able to identify and comprehend a selection of short /e/ vowel words.
Sunshine State Standards:
LA.1.1.3.1 – The
student will identify individual phonemes (sounds) in words.
LA.2.1.4.5—The
Student will recognize high frequency words.
LA.2.1.5.1—The
student will apply letter-sound knowledge to decode phonetically regular words
quickly and accurately isolation and in context.
Instructional
Method:
Short
Vowel /e/: Inform the
student about the short /e/ vowel sound by using the word “egg” as an example.
Show him a picture of an egg and have him pronounce the word. Inform him that the short /e/ sounds like
“eh” like in “egg.”
Next,
inform him that he will be given a few words to hear, and when he hears a word
with the short vowel /e/ he will clap at the word.
Words
to say: orange, exit, book, end, extra, globe, bag, edge, ride, empty, five.
The
Read Aloud: The story is titled Get the Pets by Wayne Miller. Have two
copies, one for you and for the student. Have him look at the title and cover
and have him predict what the story could be about based on the title and the
illustration on the cover. Ask him if he has ever had pets. Since the story is
short, and it is full of short /e/ vowel words, have him read the book aloud
and follow along with your copy. Stop and correct any mispronunciations he may
make.
On page four, stop him to ask what pet Tam
has.
On page five, stop him to ask what pet(s)
do Tom have, and how many.
After the story, ask him what did Tom use
to get his pets back into the pen. Ask him what was near the pen that was not a
pet.
Next, give him the phonemic awareness
worksheet for /e/ and have him circle all of the pictures that have the short
/e/ sound in them.
Fry’s
Sight Word Test: Pre-write the second 25 row of Fry’s
First 100 Sight Words onto flash cards and place them face down and have the
student turn them over and pronounce each card he turns over. Words he misses,
have him turn the card over again for another try later. (Only go back to the
missed words once, and make note of any changes. If the student misses the word
again, go over the word with him, sounding it out slowly and then rapidly.
The second
25 row of Fry’s First 100 Sight Words:
Or, One, Had, By, Word, But, Not, What,
All, Were, We, When, Your, Can, Said, There, Use, An, Each, Which, She, Do,
How, Their, If
Assessment:
The
phonemic worksheet, read aloud, and the Fry Sight words are not meant to be
assessments.
Materials/Resources
Needed:
15. Book: Get the Pets by Wayne Miller (two copies) found on
http://www.readinga-z.com).
16. Flash cards: Second 25row of Fry’s First 100 Sight Words.
17. Phonemic Awareness worksheet for /e/ (found in the
PDF lesson plan for the story Get the Pets by Wayne Miller on http://www.readinga-z.com).
18. Phonics Sound/Symbol ”egg” photo for short vowel
/e/(found in the PDF lesson plan for the story Get the Pets by Wayne
Miller on http://www.readinga-z.com).
19. Pencil(s).
Duration: 30 minutes.
Lesson Plan 6
Objectives:
13. The student will
be able to pronounce the third 25 row of Fry’s First 100 Sight Words with
little or no difficulty.
14. The student will
be able to identify and/or sort the digraphs “Sh,” “Ch,” “Ck,” and “Th.”
Sunshine State Standards:
LA.1.1.4.2—The
student will identify the sounds of vowels and consonant digraphs in printed
words.
LA.2.1.4.5—The
Student will recognize high frequency words.
LA.2.1.5.1—The
student will apply letter-sound knowledge to decode phonetically regular words
quickly and accurately isolation and in context.
Instructional
Method:
The Digraphs: The student will be shown Readinga-z.com’s
“Sound/Symbol” books for “Ch,” “Sh,” and “Th.” For each one, for pages
1-4, read the top line and have the student read the bottom line (for example,
for “Th” on page 3, read “Think” and then have the student read “think.”
Then, have the student continue reading the rest of the books, but make sure he
knows to read the digraphs like how they sound, not how they are spelt (for
example, for “Th,” he would read page 6 as “Th is for thorn” and saying
the “Th” phonemically).
Afterwards,
the student will do a word sort where he will have to sort the words that have
digraphs “Ch,” “Ck,” and “Sh” into categories (in either the “Starts with” or
“Ends with”). Then, he will read each one and give me their phonemic sounds.
The word sorts are from www.readinga-z.com.
Fry’s
Sight Word Test: Pre-write the third 25 row of Fry’s First
100 Sight Words into a PowerPoint presentation and have the student view each
word on an individual slide. For words he misses, go over them again later. (If
the student misses the word again, go over the word with him, decoding it out
slowly and then rapidly.)
The third
25 row of Fry’s First 100 Sight Words:
Will, up, other, about, out, many, then,
them, these, so, some, her, would, make, like, him, into, time, has, look, two,
more, write, go, see
The
Read-Aloud: Green Eggs and Ham by Dr. Seuss. Have him look at the title
and cover and have him predict what the story could be about based on the title
and the illustration on the cover. Ask him if there’s ever been a kind of food
that he thought he didn’t like until he actually ate it and liked it.
During the read-aloud, cover up some words
and have the student guess what the word could be based on the context of the
sentence and the illustration. For example, on page 19, cover up “mouse” and
read the page: “Would you like them in a house? Would you like them with a
_________?” and have the student guess by the context and picture of a mouse. Other
example are on page 22, 28,44. On page 56-57, pause and have him guess if the
main character is going to like the green eggs and ham.
After the story, ask him what changed the
character’s mind about the food. Ask him what was unique about some of the words
in the book (rhyming/having similar endings).
Assessment:
The
digraph exercises, the Fry Sight words, and the read-aloud, are not meant to be
assessments.
Materials/Resources
Needed:
20. Book: Green Eggs and Ham by Dr. Seuss.
21. Word Sorts: Digraphs “Ch,” “Sh,” “Ck” found on
http://www.readinga-z.com.
22. Digraph
booklets of “Ch,” “Sh,”
and “Th” found on http://www.readinga-z.com).
23. The third 25 row
of Fry’s First 100 Sight Words in a PowerPoint presentation format.
24. Computer/laptop for the Fry Sight word slides.
Duration: 30 minutes.
Lesson Plan 7
Objectives:
15. The student will
be able to pronounce the fourth 25 row of Fry’s First 100 Sight Words with
little or no difficulty.
16. The student will
be able to the text with little or no difficulty.
Sunshine State Standards:
LA.2.1.4.3—The student will
decode phonetically regular one-syllable and multi-syllable words in isolation
and in context.
LA.2.1.4.5—The
Student will recognize high frequency words.
LA.2.1.5.1—The
student will apply letter-sound knowledge to decode phonetically regular words
quickly and accurately isolation and in context.
Instructional
Method:
The Running Record: The student will read the story The
Wheel by Cheryl Ryan as I perform a running record of his reading
proficiency.
Before
reading, he will be asked to predict what the story is about by observing the
title and picture. During the reading, on page 3, he will be asked to guess
what could have made the wheel come off, by using the picture to use as a clue.
On page 7, he will predict what will happen next after reading that the wheel
rolls over a bridge. After the story, he will be asked to name the two kinds of
animals the wheel rolls past by, and who was it that fixed the wheel back on
the truck. Then he will be asked to guess what could have happened if the wheel
hadn’t rolled into the garage (where would it have gone, or would it have
stopped).
Fry’s
Sight Word Test: Pre-write the fourth 25 row of Fry’s
First 100 Sight Words onto flash cards and place them face down and have the
student turn them over and pronounce each card he turns over. Words he misses,
have him turn the card over again for another try later. (Only go back to the
missed words once and go over the word with him, decoding it out slowly and
then rapidly.
The fourth 25 row of Fry’s First 100 Sight
Words:
number, no, way, could, people, my, than,
first, water, been, call, who, oil, now, find, long, down, day, did, get, come,
made, may, part, over
More
Fry Sight Word Practice:
With the time remaining, the student will
go over the missed Fry Sight Words he has missed since we started this
practice. Using a small white board, a word will be written and he will have
the chance to fluently say the word. If he has hesitation, then we will go over
that word and decode it slowly and rapidly.
Assessment:
The
running record is an assessment to record his accuracy rate, error rate, and
self-correction rate. As the student reads his copy of the story, I will have
my own copy and:
o
Check the words he says correctly.
o
Write the words the student says incorrectly
underneath the correct word in the text.
o
Put a dash over omitted words.
o
Put a dash underneath words from the text the
student inserts new words for (and write the inserted word over the word from
the text).
o
Put a SC for words he self-corrected in under 3
seconds, and
o
Put a TA for words I assisted with.
The Fry Sight Word practice is not meant to be an
assessment.
Materials/Resources
Needed:
25. Book (two copies): The Wheel by
Cheryl Ryan (found at www. Readinga-z.com).
26. The running
record checklist (for recording the results later).
27. The fourth 25
row of Fry’s First 100 Sight Words on flashcards.
28. The First 100
Sight Word checklist (it has the words that he has missed).
29. A small white
board with dry erase markers and eraser.
Duration: 30 minutes.
Lesson Plan 8
Objectives:
17. The student will
be able to pronounce a selection of Fry’s First 100 Sight Words with little or
no difficulty.
18. The student will
be able to read the text with little or no difficulty.
Sunshine State Standards:
LA.2.1.4.3—The student will
decode phonetically regular one-syllable and multi-syllable words in isolation
and in context.
LA.2.1.4.5—The
Student will recognize high frequency words.
LA.2.1.5.1—The
student will apply letter-sound knowledge to decode phonetically regular words
quickly and accurately isolation and in context.
Instructional
Method:
The Running Record: The student will read the story The Sandwich
by Cheryl Ryan as I perform a running record of his reading proficiency.
Before
reading, he will be asked to name one of his favorite foods and tell me how he
makes it at home. Then we will do a picture walk of the story (a copy of the
story that has no text in it). During reading, on page 4, when it says, “Get
some bread,” he will be asked to predict what might be the next step in making
the sandwich (or what might be the next ingredient to include). On page 9, when
it says, “Put some bread on the meat,” he will be asked to predict what the boy
will do next with the sandwich. After the reading, he will be asked to recall
some of the steps the boy followed to make the sandwich, and share an alternate
way he would use if he made a sandwich.
Fry’s
Sight Word Test:
With the time remaining, the student will
go over the missed Fry Sight Words he has missed since we started this
practice. Using flash cards, he will try to flip over the cards to match words.
If he comes to two cards that match each other, he will have to say the word
correctly in order to keep them. If he says them incorrectly, I will go over
the word with him and have him turn them over for a later turn—he must choose
another set of cards, not those same cards he just turned over.
Assessment:
The
running record is an assessment to record his accuracy rate, error rate. As the
student reads his copy of the story, I will have my own copy and:
o
Check the words he says correctly.
o
Write the words the student says incorrectly
underneath the correct word in the text.
o
Put a dash over omitted words.
o
Put a dash underneath words from the text the
student inserts new words for (and write the inserted word over the word from
the text).
o
Put a SC for words he self-corrected in under 3
seconds, and
o
Put a TA for words I assisted with.
The Fry Sight Word practice is not meant to be an
assessment.
Materials/Resources
Needed:
30. Book (three
copies): The
Sandwich by Cheryl Ryan (found at www. Readinga-z.com), the first two
copies contain text, the third copy is for a picture walk and contains no text.
31. The running
record checklist (for recording the results later), found on www.readinga-z.com).
32. Specific Fry’s
First 100 Sight Words on flashcards (the ones he’s been having trouble with),
doubled for a game.
33. The First 100
Sight Word checklist (it has the words that he has missed).
Duration: 30 minutes.
Lesson Plan 9
Objectives:
19. The student will
be able to pronounce a selection of Fry’s First 100 Sight Words with little or
no difficulty.
20. The student will
be able to examine the title and the book cover to predict the story.
Sunshine State Standards:
LA.2.1.4.5—The
Student will recognize high frequency words.
LA.2.1.5.1—The
student will apply letter-sound knowledge to decode phonetically regular words
quickly and accurately isolation and in context.
LA.2.1.7.1 – The student will identify a texts
features (e.g., title, subheadings, captions, illustrations), use them to make
and confirm predictions, and establish a purpose for reading.
Instructional
Method:
The Read Aloud: The student will have the choice to choose
Franklin’s Soapbox Derby by Sharon Jennings or Kitten for a Day
by Ezra Jack Keats for the read aloud.
If
he chooses Franklin’s Soapbox Derby à Before reading, he will be asked if he
knows what the word “Soapbox Derby” may mean based on looking at the cover of
the book. During reading, stop on page 8 to review the explanation of what a
soapbox derby is and see if the student was close in predicting what it was. On
page 15, ask the student to explain the reason why the cart was wobbly on its
sides (it had different sizes of wheels). On page 17, ask the student if Bear’s
sister, Beatrice, was happy about Bear and Franklin taking her bicycle wheel for a
steering wheel (the answer is in the illustration). On page 21, stop to ask the
student to guess why Bear and Franklin
decided to continue working on their car (the answer is that they wanted more
chances of winning prizes by having a big and fancy car). After reading,
discuss what Franklin and Bear could have done to make their car win the
race—ask what thing(s) on the car made it hard to drive (it was the different
sizes of wheels). Ask the student to predict what would have happened if the
story had continued.
If
he chooses Kitten for a Day by Ezra Jack Keats à Before reading, ask the student if he has
ever had kittens for pets. During reading, on page 6, stop to ask him why does
the puppy think he’s a kitten. On page 16, ask the student to guess why the
puppy fell from the chair while the kittens walked over them fine. After
reading, go back over pages 9-16 and discuss the contrasts between the puppy’s
habits and the kittens’ habits as they all do the same things.
Word
Point Strategy with Fry’s Sight Words:
With the Fry Sight Words that the student
has been struggling with, separate the flash cards into several small groups.
Choose any group to start. With any
group of cards, read/flash them to the student and have him repeat the words
too. Next, lay the cards down with the words facing up and read the cards to
the student while pointing at the cards. Next, ask the student to point to a
specific word (say “Could you point to [insert word]” and he is to point to the
correct word). Go over each word several times, then collect them up and flash
them at the student to see if the student has learned them effectively.
Continue the same strategy with the other group of cards too, depending on the
time.
Assessment:
The read aloud and Fry Sight Word practice is not
meant to be an assessment.
Materials/Resources
Needed:
34. Book(s): Franklin’s Soapbox Derby by Sharon Jennings and Kitten for a Day
by Ezra Jack Keats.
35. Specific Fry’s
First 100 Sight Words on flashcards (the ones he’s been having trouble with).
Duration: 30 minutes.
Lesson Plan 10
Objectives:
21. The student will
be able to examine the title and the book covers to predict the story.
22. The student will
be able to recall information from the text by giving a summary of the texts.
Sunshine State Standards:
LA.2.1.6.2 -
The student will listen to, read, and discuss familiar and conceptually
challenging text.
LA.2.1.7.1 - The
student will identify a texts features (e.g., title, subheadings, captions,
illustrations), use them to make and confirm predictions, and establish a
purpose for reading.
LA.2.1.7.3 -
The student will summarize information in text, including but not limited
to main idea, supporting details, and connections between texts.
LA.2.4.2.1 -
The student will write in a variety of informational/expository forms
(e.g., rules, summaries, procedures, recipes, notes/messages, labels,
instructions, graphs/tables).
Instructional
Method:
Read Aloud/Partner Reading: For the last meeting, the lesson consists
of read-alouds and partner reading, and even writing a summary (if there will
be time).
For
the main read-aloud, the student will listen to Dr. Seuss’ Oh, the Places
You’ll Go. For pre-reading, the student will be asked to guess what the
story will be about based on the title of the book and the illustration of the
book. He will also have to guess what kind(s) of things we might encounter
throughout the story, guessing based on previous styles and works by the
author. During reading, he’ll be asked what the author might have meant when he
wrote, “you’re too smart to go down any not-so-good street” (response can be
anything about not doing what is wrong, etc.) He’ll also be asked to explain
what it means to be in a “slump.” He’ll be asked to guess what it might feel
like to wait in the “Waiting Place,
“and guess what that place might look like. When it says, “And will you
succeed?” this will actually be a question for him to answer based on himself.
After reading, he will be asked to give a short oral summary about what the
book could be about, or what was the author’s purpose in writing this inspiring
book.
For
the partner reading, there will be three copies of Yummy, Yummy by Brian
Roberts (two will have text while the third will only have the pictures). For
pre-reading, he will be asked to predict what the book might be about based on
the title of the book and the cover illustration. Then we will take a picture
walk through the copy of the book that has no text and he will make predictions
about what is happening throughout the book. During reading, with the copies
that have text, we will take turns reading the story, and I will ask him
questions throughout. On page 5, I will have covered part of the text that
mentions the food the character is eating, and I will ask him to guess what
type of sandwich the boy is eating. Once he has predicted, I will ask him to
lift the slip of paper off the text to see if he was correct. The same thing
will be done on page 8 too. On page 10, when it says, “I don’t like lima
beans,” I will ask him to guess what the next words will be (each page usually
ended with “yummy, yummy” when the boy liked particular foods but the story
ends with him disliking lima beans) because the texts are covered up (the words
are “yucky, yucky”). After reading, I
will ask him to summarize the story, telling me what the book is about, what
types of food can he remember from the text, and if there were moments in the
text where he agreed or disagreed with the boy from the story.
If
there is time left, he can write a short summary about what he wants to do this
summer.
Assessment:
The read aloud and partner readings, and the short
summary (if we have time) are not meant to be assessments.
Materials/Resources
Needed:
36. Book: Oh, the Places You’ll Go! by
Dr. Seuss
37. Two copies of Yummy,
Yummy by Brian Roberts, found on www.readinga-z.com.
38. 1 copy of Yummy,
Yummy by Brian Roberts without the text inside, found on www.readinga-z.com.
39. Pencil.
40. “What I Want to
Do This Summer” worksheet (found below).
Duration: 30 minutes.
Name:
_____________________________ Date:
________________________
What I
Want To Do This Summer
Directions: Write a short summary about
what you want to do this summer!
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