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Student: Max
Grade: 3
Dates: 4/23-4/25
Lesson
Plan # 9
PLAN
Strategy Title &
Complete Source;
Description of Strategy:
1st Strategy
2nd Strategy
Readers
Theater
(50
Literacy
Strategies, pg. 109) Students are given
scripts and parts to act out. They read
their part and focus on expression,
projection,
and
gestures.
After
rehearsing a few times, they perform
their script.
1st Assessment
Description of Learner:
Include reading levels,
assessment data, any
Student Learning
Objective (central
focus): ABCD
Audience:
Who (the student)
Behavior:
What (standard)
Condition
: How (strategy &
text titles)
No accommodations needed
Bader Instructional Reading Level= 2nd grade
Words Their Way Primary/Elementary Spelling Level= Early to middle within word
pattern stage
Running Record: Sea Otters (reading level 1), 95.3% accuracy, first grade
independent level
Timed Repeated Reading: Sea Otters (reading level 1), first reading: 30 WPM,
second reading: 54 WPM, third reading: 64 WPM
Multidimensional Fluency Scale=8 (fluency is a concern)
Cloze Procedure: Terrible (reading level 2.1), 50% accuracy=instructional level
1st Strategy
2nd Strategy
1st Strategy
2nd Strategy
The
student
will
write
informative/explanatory texts to examine a
topic and convey ideas and information
clearly by introducing a topic and grouping
related information together, including
illustrations when useful to aiding
comprehension through the All About
Books strategy, creating 3 pages of
accurate and relevant facts on sharks, after
hearing a reading of Surprising Sharks.
ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)
Degree:
Measureable outcome
_____
Instructional Materials,
Equipment &
Technology: List titles &
sources of all of the texts
(including reading levels),
materials & technology
you & your tutee will use
during the lesson & attach
materials or photos to
lesson plan. _____
Functional Language:
List literacy terms &
academic language you
words). _____
1st Strategy
2 Watch Me Throw the Ball!
Expression sentences
2nd Strategy
Surprising Sharks by
Bader Reading Passages
Nicola
Davies 1EB, 2EB, 3EB, and
(reading level 3.4)
4EB (examiners copy
and readers copy)
Expository
Expectations
Grid Oral Reading Miscues
(from Intervention chart
Pen or pencil
Strategies to Follow
Informal
Reading
Inventory
Assessment)
Tablet
Lensoo app
1st Strategy
2nd Strategy
Fluency
Expression
Inflection
Fluency
Comprehension
1st Strategy
Hatching
Chick
Skill
Nest
Assessment(s)
2nd Strategy
ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)
instructional or frustration
level if you are reading it
aloud.
Literacy Assessment
1st Strategy
2nd Strategy
ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)
1st Strategy
2nd Strategy
ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)
1st Strategy
2nd Strategy
ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)
Independent Practice:
Release the students to
demonstrate their ability
to complete the activity
alone. Include complete
directions that explain
what students must do to
complete the activity &
meet the objective. _____
1st Strategy
2nd Strategy
1st Strategy
2nd Strategy
ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)
ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)
Reflection Week 9
What Was Successful in My Lesson
For my first strategy, I did Readers Theater. In my Readers Theater, my
tutee and I performed scripts from Watch Me Throw the Ball! (reading level 1.5)
and There is a Bird on Your Head! (reading level 1.5) both by Mo Willems. For the
lesson, I focused on getting my tutee to express emotion as he reads. My choice of
text was very effective, as those books were very clear in the emotions that the
characters convey. For instance, it was easier for my tutee to tell when a character
was excited, as there would be many exclamation points. Anger would often be
shown by all capital letters for other lines. The level of the text was also beneficial,
as it was in his independent reading range. This allowed my tutee to focus much
less time on decoding, and more time on reading with expression. For my second
strategy we created an All About Book. First, I had my tutee complete an
expository expectations grid. This was very helpful because it allowed me to see
the full extent of his prior knowledge on sharks. I found that he knew quite a bit
about sharks and was even able to tell me that sharks bones are actually made
out of cartilage. I also read the book Surprising Sharks (reading level 3.4) aloud in
order to add to his prior knowledge. In addition, the use of technology was very
beneficial. The typing component helped my tutee to write the facts out without
having difficulty with his handwriting. The voice recording component was also
very helpful for my tutee. He was able to read his book aloud and listen back to
hear his fluency. For my assessment, I did a Baders Graded Reading Passage. I
started with a second grade level passage, as that is where I found my tutees
instructional level to be through other assessments I have done throughout the
semester. It was beneficial to start off with that level because it seemed to give my
tutee confidence, as he saw that he could effectively read the passage. I then
decided to move up a level. This was a good decision, as my tutee was able to
successfully read the third grade passage at an instructional level as well. The
benefits of using Baders Graded Reading Passages are numerous. They allow me
to see and analyze the types of miscues my tutee makes. They also assess more
than just decoding, as they include comprehension questions and by timing the
reading, I was also able to assess fluency.
second grade level passage, he was able to retell four events in a logical order. He
was also able to accurately answer all of the comprehension questions and the
interpretive question. For the third grade passage, he had more difficulty retelling
the story, as he only included two events. He also was not able to answer two of
the comprehension questions and did not give an acceptable answer for the
interpretive question. His comprehension may still be at a second grade level.
Feedback from Previously Evaluated Lesson Plans to Improve Instruction in This
Lesson Plan
One aspect of the lesson plans that I have continuously struggled with is the
openings. Much of the feedback on my prior lesson plans have said that very little
prior knowledge is elicited in my openings. For this lesson, I used more structured
activities to elicit my tutees prior knowledge. For Readers Theater, I focused on
conveying emotions, so I had my tutee read sentences, tell me the emotion the
sentence conveys, and read the sentence to convey that emotion. This way, I was
able to see if he had the vocabulary needed to explain emotion, as well as see if he
was able to detect and express emotion in his oral language. In the second
strategy, I used an expository expectation grid. This explicitly showed my tutees
prior knowledge by requiring him to map it out. Another piece of feedback that I
have received is about my objectives and not including every necessary aspect.
This time, I made sure to include the name of the strategy I used and the text I
used in order to write a complete and accurate objective.
ILKleiman spring 2015 (Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT)