Candidate’s Name: Paul
De Carlo
Grade Level: 4th
grade
Title of the lesson: Sticky Reading Comprehension
Length of the lesson: 55
minutes
|
Central focus of the lesson
Student will be able
to comprehend and retell the text that they are reading.
|
|
Knowledge of students
to inform teaching
●
Students currently read based on their
skill or grade level. Students within the class read either at, above, or
below their current grade level. Students currently have learned rhyme of
words of similar families as well as prefix and suffix of words. Students
work independently with the teacher as a reading buddy once a week, twice a
week if needed. Students are given spelling and oral language quizzes every
Friday to assess their knowledge.
|
|
Common Core State
Standards
RL.1.2
Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
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|
Support literacy
development through language (academic language)
●
Students will be able to describe the setting of the
story as well as analyze the main idea.
Vocabulary
●
Students will be able to analyze, categorize the main
idea using word recognition of familiar and unfamiliar words.
●
students will write down any unfamiliar words or
phrases on a sticky note and leave it attached to that page.
Sentence Level
●
Suffix ending of a word and its sound to identify
word tense. Sentence structure.Fluency.
Discourse
●
Text structure would consist of the correct spelling,
pronunciation, and recognition of different words. Conversation, discussion. Fluency.
|
|
Learning objectives
Students
will recognize similar spelling of words with different meanings.
Students
will decode words of one syllable.
Students
will understand how to self-correct mispronounced words.
Students
will reread and sound out unfamiliar words.
|
|
Formal and informal
assessment (including type[s] of assessment and what is being assessed)
●
Formal assessment- Students will be required to share and
show the perspective that they have developed and drawn to the class.
Informal assessment- students
will be required to express their feelings of the book by drawing. They will
be required to notice key details and draw them through their own
perspective.
|
|
Instructional
procedure:
Instructional strategies
and learning tasks (including what you and the students will be doing) that
support diverse student needs. Your design should be based on the following:
●
The teacher will introduce the book The Day
Dream Chronicles to the class. Each student will receive a stack of sticky
notes to write down information on or unfamiliar words. 5 minutes.
● The
teacher will model what the students are intended to do. By drawing an
example using an example text of what his perspective of the story. The teacher
will begin reading the text a loud, and will give the students a few minutes
to compose their drawings and reflect on what was just read. 20 minutes.
·
Students will be instructed to read a few more pages on their
own independently and compose their sketches to describe what they read on
that page. Students shouldn’t spend more than 2 minutes on a sketch.10
minutes.
·
At the conclusion of the reading the students will turn back to
the first page that they read to retell the story using their drawing. Students
should recall the main events, characters, problems/solutions, key facts
learned, and sequence from the text. 10 minutes.
Differentiation:
Enrichment: Students
will draw one picture per page to summarize a larger portion of the material.
Support: Modify by
having students draw pictures per paragraph. Using smaller sections helping
them gain practice in summarizing and comprehending text.
|
|
Instructional
resources and materials
Smartboard
Sticky notes
Paper
Reading
material The Day Dream Chronicles.
Large
lined paper
Pen/marker
List of
words
Work
sheet
Quiz
sheet
|
Dr. Hui-Yin Hsu Spring
2014
Candidate’s Name: Paul
De Carlo
Grade Level: 4th grade
Title of the lesson: Informational Text: close reading
Length of the lesson: 55
minutes
|
Central focus of the lesson
Student will be able
to answer text based questions about informational passages.
|
|
Knowledge of students
to inform teaching
●
Students currently read based on their
skill or grade level. Students within the class read either at, above, or
below their current grade level. Students currently have learned rhyme of
words of similar families as well as prefix and suffix of words. Students
work independently with the teacher as a reading buddy once a week, twice a
week if needed. Students are given spelling and oral language quizzes every
Friday to assess their knowledge.
|
|
Common Core State
Standards
RL.5.
Determine a theme of a story, drama, or poem from
details in the text, including how characters in a story or drama respond to
challenges or how the speaker in a poem reflects upon a topic; summarize the
text.
RL.5.10
By the end of the year, read and comprehend literature,
including stories, dramas, and poetry, at the high end of the grades 4-5 text
complexity band independently and proficiently.
|
|
Support literacy
development through language (academic language)
●
Students will be able to identify and comprehend the
informational text of what is important.
Vocabulary
●
Students will be able to analyze and research,
categorize the information that is presented in the text.
●
Earthquake, hurricane, tornado, tsunami.
Sentence Level
●
Suffix ending of a word and its sound to identify
word tense. Sentence structure.Fluency.
Discourse
●
Text structure would consist of the correct spelling,
pronunciation, and recognition of different words. Conversation, discussion. Fluency.
|
|
Learning objectives
Students
will recognize similar spelling of words with different meanings.
Students
will be able to research different natural disasters and create and complete
worksheets similar to the ones that will be given.
Students
will decode words of one syllable.
Students
will understand how to self-correct mispronounced words.
Students
will reread and sound out unfamiliar words.
|
|
Formal and informal
assessment (including type[s] of assessment and what is being assessed)
●
Formal assessment- Students will be required to complete and
hand in for a grade the worksheet that will be given out.
Informal assessment- Students
will work in pairs to take turn read the given passages.
|
|
Instructional
procedure:
·
The teacher
will begin the lesson by explaining to the students that being able to
comprehend informational text is a very important skill not only in reading,
but also in other subject areas. 10 minutes.
·
The teacher
will model to the students how to read aloud and pausing to talk about certain
information that they should comprehend within the passage. 10 minutes.
·
The teacher
will hand out a copy of the passage titled Hurricanes to each student. Students
will be paired up to work together to take turns reading the material and
stopping to talk at certain points to reflect on what they are learning.15
minutes.
·
Students
will be given a copy of the passage titled earthquakes to read independently
and to complete the required worksheet to be handed in at the end of class.
15 minutes.
·
Differentiation:
·
Enrichment: Challenge
advanced students to research different natural disasters and create
documents similar to the worksheets.
·
Support: Pair
students who need support with students who have a firm grasp on the lesson
material
|
|
Instructional
resources and materials
Smartboard
Large
lined paper
Pen/marker
List of
words
Work
sheets
Quiz
sheet
|
Dr. Hui-Yin Hsu Spring
2014
Candidate’s Name: Paul
De Carlo
Grade Level: 4th
grade
Title of the lesson: Close reading through Character emotion
Length of the lesson: 50
minutes
|
Central focus of the lesson
Student will be able
to use close reading strategies to read across a text and use character
emotions to develop a theory about the character.
|
|
Knowledge of students
to inform teaching
●
Students currently read based on their
skill or grade level. Students within the class read either at, above, or
below their current grade level. Students currently have learned rhyme of
words of similar families as well as prefix and suffix of words. Students
work independently with the teacher as a reading buddy once a week, twice a
week if needed. Students are given spelling and oral language quizzes every
Friday to assess their knowledge.
|
|
Common Core State
Standards
W.4.1.b, RL.4.2,
RL.4.3, W.4.2.b, RL.4.1
|
|
Support literacy
development through language (academic language)
●
Students will be able to describe the setting of the
story as well as analyze the main idea, and express character emotions.
Vocabulary
●
Students will be able to analyze, categorize the main
idea using word recognition of familiar and unfamiliar words, using sticky
notes as word book marks.
Sentence Level
●
Suffix ending of a word and its sound to identify
word tense. Sentence structure.Fluency.
Discourse
●
Text structure would consist of the correct spelling,
pronunciation, and recognition of different words. Conversation, discussion. Fluency.
|
|
Learning objectives
Students will explain in
their own words what a close reading means to them
Students will reflect
on the characters emotion throughout the book.
Students
will recognize similar spelling of words with different meanings.
Students
will decode words of one syllable.
Students
will understand how to self-correct mispronounced words.
Students
will reread and sound out unfamiliar words.
|
|
Formal and informal
assessment (including type[s] of assessment and what is being assessed)
●
Formal assessment- Students will make up questions to
assess their understanding of reading through the lens of character actions.
Informal assessment- Students
will work in groups to reflect on what the characters emotions are throughout
the book.
|
|
Instructional
procedure:
·
The teacher will begin the lesson by informing students what a
close reading is and how it will benefit them. The students will be asked how
they would define the meaning of a close reading. Once the students finished
reflecting. The teacher will discuss and explain he real meaning of a close
reading.
·
The teacher will than model what a close reading looks like and
how it is done. The students will all be given a copy of the book The Other
Side to read for their close reading assignment. 5 minutes.
·
The teacher will read aloud to the students a few pages as they
follow along. The teacher will stop at places to reflect with the students of
what is happening in the book as well as the characters emotions. 10 minutes.
·
Students will be required to work in pairs and highlight places
in the book where the character shows emotion.
·
The class will regroup after 15-20 minutes to reflect on each group
findings, and discuss new understandings.
Differentiation:
·
Enrichment: Students
who need more of a challenge should use their own reading books to fill out
the chart with examples of character emotions.
·
Support: Arrange
students in a small group. Walk through how to use the chart with their
individual texts and find one example as a group to help the students start.
|
|
Instructional
resources and materials
Smartboard
The Other
Side by Jacqueline Woodson.
Large
lined paper
Pen/marker
List of
words
Work
sheet
Quiz
sheet
|
Dr. Hui-Yin Hsu Spring
2014
