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Kendall will listen and read along to a fourth grade text and summarize what she read/heard
by illustrating the passage in the center of a graphic organizer and then describing her
illustration by placing descriptions in outlying bubbles. When describing the illustration she
must use 3 specific examples from the text.
21st Century Skills:
Creativity and imagination in illustrating the passage not only will she show comprehension of the passage but
have to understand it in a way that she can reproduce it and show the image that she is seeing in her head.
IEP goal(s):
None, student doesnt have an IEP
Necessary Prior Knowledge to review or support:
Student should be able to decode and have a good sense of grade level vocabulary as well as be able to read
silently.
Academic Language/Communication plans: (What content terms do students need to use or understand; how will
students use language/communication within lesson; how will teacher support students)
Textual examples, illustrations, read along,
Activity
2. Statement of
Objective
for Student
3. Teacher Input
4. Guided Practice
After passage there are two questions following the passage one is
based on knowledge of the test just read and the other is asking the
student to manipulate the text and infer. This will be a one on one
discussion about the passage prompting the student by using the
focus questions to get an understanding of their comprehension.
This would be a time to discuss any unknown vocabulary or
questions the student has about the text.
What is this passage mainly about? possible answers may include:
people developing new products, different inventions people are making,
problems and solutions people have come up with to solve those
problems, inventions, ect.
Time
5. Independent Practice
6. Assessment Methods
of
all objectives/skills:
7. Closure
8.
of
Assessment Results
Now that we have read the passage and discussed for understanding I
want you to illustrate the passage in this center bubble provided to you
and then describe the illustration in your own words using at least 3
textual examples that we read in the passage today. Place the description
in the outer bubbles provided on this graphic organizer.
Student will produce an illustration that clearly ties along with the passage being read
and will give an oral description and simple written descriptions on a graphic
organizer using at least 3 textual examples to describe her illustration.
Teacher: What is the main strategy that you think we focused on today?
Student: I think we worked on visualizing the passage and making sense
of what we read.
Teacher: very good and what are some ways that we can use this in a
different class setting for example math or science?
Student: as we read we want to picture what we are reading in our heads
to make sure it makes sense.
Teacher: Very good so in math with a word problem if we visualize it
first that could help us to get an understanding of the type of problem we
need to do and what equations are needed to solve the problem.
all objectives/skills:
Materials/Technology:
New products for People passage(2)
Paper
Pencil
Crayons/ colored pencils
Graphic organizer
Plans for relating to personal, cultural and community relevance, self-determination, generalization, and/or
maintenance:
This passage is something I think will be interesting to the student and engaging.
Reflection on lesson (What worked- what didnt; adjustments needed to this plan; adjustments to future
instruction; justification for changes [research]):
[not required for Report 2, but complete for Report 3]
All of these as well as several more graphic organizers that can be used with students to
enhance comprehension (Denton et al., 2012). I plan to begin my instruction by reading a
passage and then using a main idea web to assess for comprehension. Instead of just writing the
main idea in the center of the web I want my student to illustrate the passage to emphasize my
wording of getting the big picture of the passage. She will then use the outlying bubbles to
describe the picture using textual evidence. She will complete the first lesson using a premade
organizer and then transition into making one herself. My plans are for this to help her with her
comprehension while reading silently. It will give her a purpose for reading, which will help with
reading in other content areas as well. It is very important to generalize strategies such as graphic
organizers especially for students who may struggle with reading across several different
subjects.
Reference List:
Denton, C., Vaughn, S., Wexler, J., Bryan, D., & Reed, D. (2012). Comprehension. In Effective
instruction for middle school students with reading difficulties: The reading teacher's
sourcebook. Baltimore, Maryland: Paul H. Brookes Pub.
Manoli, P., & Papadopoulou, M. (2012). Graphic Organizers as a Reading Strategy: Research
Findings and Issues. Creative Education CE, Vol.3(No.3), 348-356. Retrieved October
26, 2015, from http://www.SciRP.org/journal/ce
202
FluencyAssessment
Grade4