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Ed 215r Guided Reading Group e Diagnosis

ED 215R lesson plan focuses on identifying compound words. CCSS-E / LA Reading Standards for Literature: Integration of knowledge and Ideas. The students will be able to use the words that are located within the illustrations to understand the use of signs, what they mean, and why we need them. This will help strengthen the use of the reading strategy that encourages them to locate clues inside of the pictures to understand what is going on within the story.

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86 views3 pages

Ed 215r Guided Reading Group e Diagnosis

ED 215R lesson plan focuses on identifying compound words. CCSS-E / LA Reading Standards for Literature: Integration of knowledge and Ideas. The students will be able to use the words that are located within the illustrations to understand the use of signs, what they mean, and why we need them. This will help strengthen the use of the reading strategy that encourages them to locate clues inside of the pictures to understand what is going on within the story.

Uploaded by

api-197338253
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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ED 215R LESSON PLAN Group E

RATIONALE FOR THE LESSON:

This lesson encourages students to use their prior knowledge of reading strategies, clues from the books illustrations (Making it Match), chucks of words ( Find Chunks Strategy), and sound-letter relationships that will help them with figuring out new words. This lesson will also review identifying compound words.
OUTCOMES/GOALS: For the Student: What Common Core State Standards for English/Language Arts (CCSS-E/LA) will you be teaching to?

CCSS-E/LA Reading Standards for Literature: Integration of Knowledge and IdeasGrade 1/ #7: Use illustrations and details in a story to describe its characters, setting, events. (This book is unique in that the only words that are read are those that are within the signs located in the illustrations. Students must locate the sign and to find out what the puppy is doing and why.)
For the Teacher: What WI Teaching Standard(s) will you be working towards in this lesson?

Wisconsin Standard #5: Performance- The teacher organizes, allocates, and manages the resources of time, space, activities, and attention to provide active and equitable engagement of students in productive tasks.
LEARNING OBJECTIVE: What specific learning target do you have for this lesson? (The students will be able toin order to)

The students will be able to use the words that are located within the illustrations to understand the use of signs, what they mean, and why we need them. This will help strengthen the use of the reading strategy that encourages them to locate clues inside of the pictures to understand what is going on within the story.
ASSESSMENT: How/when will you collect evidence to see if students have met the learning objective?

I will collect evidence through note taking for each child while each is taking a turn reading, as well as answers to the questions that I ask while reading through the book.
STRATGIES FOR STUDENTS OF VARYING ABILITIES: (Based on specific learner needs identified) What do you plan to do to address the variety of literacy and learning needs of the children in the class?

Seeing as how Group E is composed of readers who have a very similar reading level, I am going to use the reading strategies that they have become familiar with to help them along. Also, to make sure that I do not ask questions that may be too advanced, I am going to use the Suggested Guide that includes questions and strategies that will ensure I stay at Level E , while paying close attention to each students individual

needs in case a technique needs to be adapted to help them succeed. Note taking may be necessary, depending on the level of struggle the student is exhibiting.

MATERIALS: (List all materials you will need to teach this lesson.)

The Birthday Present Slates/Dry Erase Markers/ Erasing cloths (For Teacher) Note taking paper.

TOTAL TIME NEEDED: (Should be 10-15 minutes for demonstration or demonstration/participation.

Each group will last 20 Minutes long.


PROCEDURES: (Explain in detail.) _____Introduction: To introduce the book and have the students start thinking about

what this book will be about, I will ask for a student to read the title. I will then ask the group to look at the picture on the cover and describe to me what they see. What is the Title of the book located on in the picture? What else do they see within the picture? Who do they think the main character of the story is? Review with the group what reading strategies that they think may be used and why. (5 min)
_____Demonstration: On the first page, I will demonstrate how the sign in the picture

tells the puppy what day it is. (Calendar)


_____Participation: I will ask each student to locate the appropriate sign on their page

when it is their turn. After each page, I will ask them what is happening in each picture that describes the corresponding sign, which they will read to the group. (Each new page starts off with the puppy following a new sign that he uses to get where he needs to go. I will ask the students to describe to me what the sign is, what the puppy is doing/sees because of the sign.)
_____Practice: Using the Suggested Guide, I will ask the students to practice finding

clues within the pictures, without me guiding them, which match what is going on with the puppys walk. Also, when each student reads his/ her page, to review what that particular sign is for and ask if it is important that the puppy follows what each sign is telling him to do.
_____ Performance: Each student will have a chance to read a page and then describe

the picture. If a student becomes stuck on a new word, I will ask him or her to tell me what it is that the puppy is doing, what the sign looks like, and what else is going on in the picture that would need a sign. I will also assess understanding by the questions that I ask throughout the book.

If there if time leftover, I will pass our personal slates and ask the students to look around the classroom for a sign from their seats, and draw it quickly on their boards. We will then share what the sign is, where it is, what it means, and why it is important. (10-12 min)
_____Closure/Recap (include restatement of lesson objective) I will ask the group to

summarize what took place in the book and how we figured out by using the pictures where the puppy was going and what he was doing. I will also ask the students to revisit a page and find where there could have been more signs placed. We will also discuss what has happened in the story-beginning/middle/ and end as well as revisit the strategies that we used. (3-5 min.)

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