Mini Lesson Plan 8 (35-Free Voluntary Reading)

Lesson Plan Title:

Name: Amanda Forbes
Grade Level: K

Date: 3/9/2015

ELD Objectives: What do you want students to be able to do as

ELA Language Standards for Grade Level

a result of this lesson? Include academic language and vocabulary

objectives. Objectives must be measurable.

Reading
Concepts about Print
1.1 Identify the front cover, back cover, and title page of a book.
1.2 Follow words from left to right and from top to bottom on the
printed page.
1.3 Understand that printed materials provide information.
1.4 Recognize that sentences in print are made up of separate
words.
1.5 Distinguish letters from words.
1.6 Recognize and name all uppercase and lowercase letters of the
alphabet.

ELD Language Objective:

Students will read with proficiency a variety of texts from
differing reading levels throughout the year.
ELD Content Objective:
Students will read a variety of texts from differing reading
levels and retell the stories with accuracy.
Cog. Taxonomy
Remember, analyze

Reading Comprehension
2.4 Retell familiar stories.

DOK Levels
Level 1 - Recall

ELD Standards (2014) that apply

1. Exchanging information and ideas.
Emerging
Contribute to conversations and express ideas by asking and
answering yes-no and why- questions and responding using
gestures, words, and simple phrases.
Expanding
Contribute to class, group and partner discussions by listening
attentively, following turning-taking rules, and asking and
answering questions.
Bridging
Contribute to class, group, and partner discussions by listening
attentively, following turn-taking rules, and asking and answering
questions.

Collaborative
1. Exchanging information and ideas with others through
oral collaborative conversations on a range of social and
academic topics.
Materials
3-5 of each level small reader books
Sticky notes (signatures)
Rewards

Key Academic Vocabulary

Differs per book

Pre-Assessment: How will you determine

prior knowledge?

Motivation Strategy: How will you catch

attention of students and focus their minds
on the learning goals?

Teacher will determine each individuals

reading levels by having them read small
passages until they begin to struggle. This
will allow the teacher to decide what
reading level book the individual should
start with.

The teacher will explain this new reading

program and that for every 10 books read
the students will be able to pick a prize
from the class treasure box. This will be a
motivator for students to participate.

All strategies will be research based and from one of

the texts. Please provide reference for each.
Teacher: Presentation/ Learning Activities (Strategy
Steps)
(includes language and content objectives, comprehensible
input, strategies , interaction, feedback. Use bullet points in
each of the three areas below.

Research Based Learning Strategies

(provide text chapters/reference)
Horwitz Chapter Six Page 138
Types of Reading Materials
Helping Students Develop Effective Reading
Strategies
Real World Connection: How are learning
goals relevant to students lives?
This is relevant to students lives because in
order to learn the target language, students
must not only be able to listen and speak
the language but to read it as well.

Students: Practice and Application

Note meaningful activities, interaction, strategies, practice
and application, feedback in each of the three areas below.
Collaborative (engagement with others)
Students will collaborate with others in their groups to
discuss the book they are reading. Students will be able to
recall what they remember and listen to their peers recall
what they remember from the book.

Identify the Independent Reading Levels of Students

The teacher will identify reading levels of their students.
The teacher will provide a system in which books begin at
level 1 and go through an appropriate level for the school
year.

Interpretative (comprehension and analysis of

written and spoken texts)
Students will show comprehension and analysis of their
books in their groups, and also when reading the books to
the teacher. The teacher will ask comprehension questions.

Interpretative (comprehension and analysis of

written and spoken texts)
Explain the Program to the Students
Students will be allowed to check out their level reading
book to begin with. They must read the book to 3 people
(teacher, parent, classroom aid, etc.) Children using the
same level book will be able to discuss what their book was
about in groups. Once they have 3 signatures, they will
check out the next level up book.
Collaborative (engagement with others)
Discuss the Books in Groups
Teacher will create group discussion times during the week
for students with the same books to discuss what the book
was about. They should discuss what happens, main
character, etc. Students should also be encouraged to ask
their peers about words they do not recognize.
Review and Assessment: What specific assessment tools
are being used?

Student Reflection: How will you provide for student

reflection on learning?

Students reading skills are being assessed through

observation by three adults who listen to them read their
books. This allows for correction as they are learning, rather
than after learning.

Students will reflect on learning in each of their group

collaborations, amongst their peers.

Teacher Reflection
What do you anticipate to be a problem for specific
students?

Extension:
Based on data/evidence, what are the next steps for future
lessons? Provide evidence for your answer.

ELD Objective
Many students will struggle with reading because it is one
of the most difficult parts of learning a second language.
This is why the teachers primary assessment of reading
level is so critical to student success.

Each free voluntary reading lesson should have

students progressing on to more and more difficult
reading. This means that students will be reading
longer sentences, more difficult vocabulary words, and
differing content area reading.

Content Objective
Students may struggle with words they do not know,
vocabulary comprehension.
What would likely go well? Why?
I have witnessed this system put to use in a Kindergarten
classroom and it succeeds because it is highly motivating.
Students read at their pace and are motivated by the
reward system. Many students begin to look forward to
reading to the teacher, their parents, class aids, etc.

Attach copy of student work