Lesson #2

GV Daily Lesson Plan

Student Name: Ashley Cupp                                 Course Title; Semester: Spring 2013                 

Title of Lesson: Reading #2                            Total Lesson Time: 20-30 Minutes                

Grade(s): 3rd This lesson is lesson 2 of 5 Subject Area: Reading 

Learning Goals:

The student will grow in his ability to read fluently and comprehend what he reads.  He will also be able to put his thoughts about his reading into writing.

Curriculum Standard(s):

English Language Arts Standards » Reading: Foundational Skills » Grade 3 Fluency •RF.3.4. Read with sufficient accuracy and fluency to support comprehension. ◦Read grade-level text with purpose and understanding. ◦Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. ◦Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Key Ideas and Details •RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. •RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. •RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. •IA.1. Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension.

Learning Objectives and How Assessed:

Learning Objective(s)	Assessment Plan
Student will be able to: 1. Read aloud using the punctuation to guided his phrasing as he reads.  Student should be able to use correct phrasing at three out of every four punctuation marks. 2. Demonstrate his comprehension of what was read through summarizing.	1.      I will conduct a running record with the student to monitor his progress in fluency. 2. The student will write a short journal entry summarizing what he read.

Materials Needed:

Level K book Pencil Paper iPad

Lesson Procedures:	Time	Differentiation (Adaptations for Diverse Learners, ELL, Gifted)
Anticipatory Set/Activating Prior Knowledge: I will start by giving an exciting book introduction for the book the student will be reading in order to get him interested in the story. Introduction: I will then explain that I am going to model fluent reading for him before he shows me how fluently he can read. Teaching Procedures/Direct Instruction: 1. I will read the a few pages of the level K book that the student will be reading for his running record. 2. During this time I will point out how I pause when there is a comma or a period.  I will also demonstrate how my voice changes based on what type of punctuation is at the end of the sentence (goes down at a period and up at a question mark). 3. I will also tell the student that I am going to summarize what I just read.  I will explain that when I summarize what I read, it helps me to better understand what the story was about.  I will then summarize the portion of the story that I read. 4. I will then tell the student it’s his turn to show me his good fluency and that after he practices reading the book once, we are going to record it on the ipad so we can go back and listen to his good fluency after he is done. 5. I will then give the student time to practice.  Then, I will conduct a running record as the student reads and record his reading on the ipad. Guided Practice: 6. When he is finished we will watch it on the ipad.  During this time I will ask him to point out any strengths he demonstrated during the reading.  I will also use this time to review any words that he was unclear on.  7. In order to review the words he struggled with, we will go back to the words after he is finished reading and chunk the words up and work together to sound them out. Independent Practice: 8. After we have worked through all the tough words from the story, I will pick one page for the student to read to me again.  I will explain that I want him to really focus on pausing at the punctuation marks when he reads. 9. Next I will have the student get out a piece of paper and pencil. 10. I will then have him summarize or write in his own words what happened in the story. Closure: After the student has written in his journal, I will then ask him to tell me why he thinks summarizing helps him to be a better reader.  If he doesn’t know, we will discuss this.

References:

Reflection on Student Learning:

The lesson I taught today was not what I had expected to be teaching.  The student was very unwilling to do much work.  However, I was able to model fluent reading for him and take a running record.  I was not able to record his reading, but I was able to ask him when he finished what he felt he did a good job of and what needs work and I completely agree with what he said.  The student said he thinks he did a good job of sounding out words, but needs to work on some of his sounds.  This particular student really struggles with vowel combinations.  The combination that kept popping up in our reading today was ea.  This is something that we will definitely work on in the next lesson.  One thing we didn’t get to was the summarizing.  The student was having such a difficult time reading fluently, that he was unable to gain any meaning.  I have to wonder if this book was too difficult for him.  The book is at his instructional level, but maybe the vocabulary is too difficult.  The level below is too easy for him.  I think next time I am going to try to move him down a level and see how he does.  This student is also usually very good about self correcting during his reading, but this was not the case today.  He didn’t even realize that what he was reading didn’t make sense because he was so focused on sounding out the unknown words. Based on my observations, I don’t feel the student mastered either of the objectives of this lesson.  That being said, I am going to drop him down a level for the next lesson and see if he is able to read fluently enough to comprehend what he reads.  If he shows that he is able to read with good fluency and able to comprehend what was read, we can try moving back up to his instructional level and use a different book.

Below is a photo of the level K book we read.  As you can see some of the vocabulary may be unfamiliar to a 3rd grade student.