Elleigh Karel ENG 308 Lesson Plan 2 Title: Go, Dog. Go!

Lesson Plan, for the Beginning Reader Interested in Dogs Who: This Hispanic Kindergartener shows interest in learning new words, and strategies. He continuously looks to use his previous understanding of words and letters to help him read through each page. His schema of other reading strategies are few, so through our tutoring time I have focused on identifying how to split up the word into smaller words (he might know), so that he can blend them together into a new word. He pursues reading with more confidence after encouragement from the tutor. He has interest in many topics but is reluctant to read them because he is not familiar with many of the words in the book. Why: This lesson will support this learner because it is about a dog, which he showed interest in reading about. Also, this will be a beneficial resource because many of the words are repeated throughout the book and directly relate to the illustrations. He should be successful not only be successful at reading this book, but also at the CSI Routine because he has practiced them before. What?: A. Materials: -coloring utensils -CSI formatted paper - Go, Dog. Go! By P.D. Eastman - Vocabulary list: (dog, do, work, big, little, on, in, out, going, hello, good-by, like, is, over, under, night, play, tree) B. Bibliography Eastman, P.D. (1961) Go, Dog. Go!. New York, NY: Random House Childrens Books. Ritchhart, Ron., Church, March., Morrison, Karin. (2011) Making Thinking Visible: How to Promote Engagement. San Francisco, CA: Jossey-Bass. How?: A. Initiation: Before lesson remind student of their request to read a book about dogs. Ask them what makes them interested in dogs/ their previous experiences with dogs. At the beginning of the lesson have the student flip through the books pages. Before having the student read, remind them that they will be filling out a CSI after the days reading. B. Interaction: The tutor will point out that there are words that repeat throughout the book. The tutor should have these words (vocabulary list) written out before on a separate paper. Before reading the student and tutor should go through these, so they can reference these while reading. When the student (or if not- the tutor) see these words they should point them out. C. Closure: At the end of the days reading the student should summarize what the story was about by using a CSI Routine (Color, Symbol, Image.) Evaluation:

Color (ONE COLOR)

Symbol (ONE PART OF THE PICTURE)

Image (A WHOLE PICTURE, 4 COLORS)

VOCABULARY LIST DOG DO IS ON GOING

OVER
BIG IN WORK HELLO NIGHT TREE

UNDER
LITTLE OUT PLAY GOOD-BY