Day & Date:

Mon. April 4, 2016

Description of Learner(s):
Include reading levels,
assessment data, any
differentiations; add new data to
each lesson plan.

Tutor: Catherine Brown

Student: John
Grade: 2nd
-No accommodations needed
-Bader: Instructional Reading Level = 5 gr.
-Running Record, Diary of a Wimpy Kid: Dog Days, 4.8, independent level
-DSA (Elementary Spelling Inventory) from Words Their Way Middle Syllables
and Affixes
-Running Record, All in Just One Cookie, 4.7 (releveled passage at 8), frustration

Strategy Title, Source of

Strategy (citation) & Brief
General Description of
Strategy: 2-3 sentences.

Sketch in Chunks (The Reading Strategies Book, p. 229)

The student will read a chapter in a book and after each paragraph he will stop to picture
what happened in the paragraph. On a blank sheet of paper he will draw what he is
picturing and the student will do this for each paragraph in the chapter. At the end of the
chapter he will look at the draws and tell what the whole chapter was about.

CCSS Standard: Identify

strand, grade, number (e.g.,
RL1.3) & include entire standard
& any applicable subcategory.

RF.2.4.A.
Read with sufficient accuracy and fluency to support comprehension. (A) Read gradelevel text with purpose and understanding.

Student Learning Objective for

Literacy Strategy (central
focus): ABCD

Audience:
Who (the student)

Behavior:
What (the standard))

Condition:
How (strategy & text titles)

Degree:
Measurable outcome
(assessment)
(Should be 1 sentence with all 4
elements.)

The student will read with sufficient accuracy and fluency to support comprehension and
read a grade-level text with purpose and understanding by visualizing and drawing what
is happening in each paragraph in the chapter as described in the strategy Sketch in
Chunks, from the book Who Was Milton Hershey? and correctly visualizes and draws
what is happening in each of the six paragraphs with 2 or fewer visualizations and
drawings incorrect.

Key Vocabulary: List

vocabulary from the text &/or
activity that is at the students
instructional & frustration level
(at least 4 words).

-Columbian
-Exposition
-stucco
-Aztecs

List of Instructional Materials,

Equipment & Technology: List
all of the texts, materials &
technology the teacher & students
will use during the lesson,
including titles, reading levels &
sources. (Cite creator of
materials. Where appropriate, use
"Lesson plan or activity adapted
from _____).

-Who Was Milton Hershey?, James Buckley Jr., (5.2)

-page 56 from U.S. Presidents: The Oval Office All-Stars!, Dan Green, (5).
-Activity from page 229 in: Serravallo, Jennifer. The Reading Strategies Book:
Your Everything Guide To Developing Skilled Readers. Portsmouth: Heinemann,
2015. print
-Blank sheet of paper (2)
-Crayons
-Milton Hershey previous drawing paper
-Pencil
-Clipboard
-Diary of a Wimpy Kid: Dog Days, Jeff Kinney, (4.8)

ILKleiman Spring 2016

Independent Reading (at every

session): Text must be at the
students independent reading
level OR at his/her instructional
or frustration level if you are
reading it aloud.

Text(s) Title, Author & Reading Level(s):

-Diary of a Wimpy Kid: Dog Days, Jeff Kinney, (4.8)

___You read aloud ___Student reads aloud ___You both read silently (Your
book title: All the Light We Cannot See)
Opening: Elicit students prior
knowledge about concept &
strategy in multimodal ways (not
just questions--& no yes/no
questions).

We have been reading about Milton Hershey, but it has been awhile
since we have last meet, so I have brought the paper where you have
drawn pictures about Mr. Hershey. Look over them and add to it with
anything that you notice we have learned about him, but have not
updated (student reviews previous drawings and adds new ones).
Awesome job! Can you tell me about what you drew? (student
explains drawings). Those are so good I can see what you told me in
your drawings!
The chapter we are going to read about on Milton Hershey takes place in 1893. I thought
it would be interesting to read about who was president then and learn a little about him
and what was going on in the country. I am going to read about Benjamin Harrison, who
was the president from 1889-1893. While I am reading about him, I want you to be
visualizing/ picturing what I am reading and after I have finished you get to draw what
you were picturing on this paper (read page and student draws). Wow, great drawing!
Can you tell me about your masterpiece? (student explains). Very good visualizing what I
read!

Teacher Modeling: Describe

how you alone will demonstrate
the entire strategy to the student,
including complete description of
strategy & examples (no
participation from student).

We are going to continue to read about Milton Hershey! We are going

to do an activity kind of like what we just did, but with the book, Who
Was Milton Hershey?. We are going to read the next chapter from where
we left off, and at the end of each paragraph we read, we are going to
stop. While we are paused we are going to think about what we were
picturing while we read the paragraph, this could be picturing the main
point of the paragraph. Once, we have pictured it, we are going to
draw what we were picturing on this paper and put the page number
next to it. We will continue to do this for the whole chapter. At the
end of the chapter, you are going to look at all of drawings and come
up with the overall main point of the chapter.
I am now going to read the first paragraph in the chapter (reads page
out loud). Thinking back to what I just read, I am picturing the main
point of this paragraph which is that Milton Hershey went to the
Worlds Columbian Exposition in Chicago (explain why I pictured it
[changed his life, other things were details]). Now, that I have my
picture in my head, I am going to draw it. Here on the paper, I am
going to draw a picture of Milton Hershey at the exposition (draws
picture and puts page number).

Guided Practice: During this

part of the lesson, describe how
you and the students practice
together, including examples. You

Now, we are going to do it together! I am going to read the next page

out loud, and while I am reading it, I want you to be visualizing what is
going on (reads page). What were you picturing? (student responds).
Great visualization! I was picturing the main point of the paragraph of

ILKleiman Spring 2016

will assist the student, take turns

& participate in the strategy.

when he saw a German company had made a huge chocolate temple.

Here is the paper and crayons and you get to draw what you were
picturing on the sheet and write the page number that it is of (page
34). Wonderful drawing!

Independent Practice: Release

the student to demonstrate his/her
ability to complete the activity
alone. Include complete
directions that explain what
student must do to complete the
activity & meet the objective.

You are doing an awesome job, so now you get to do this on your own!
Remember after you read each paragraph, you are going to stop and
draw a picture of what you visualized on this sheet of paper. When you
finish this chapter you will look at all of your drawings and tell me what
the main point was in this chapter. (student reads and does drawings).

Closure/Assessment: Describe
how the student will demonstrate
his/her ability to meet the
objective, including how you will
measure & document this ability.

Great job! Can you tell me about each of your drawings? You are such
the artists, wonderful drawings! I have had an awesome time working
with you, and I cant wait to work with you next time!
The student will demonstrate he met the objective by correctly visualizing and
drawing what was happening in each paragraph in the chapter in Who
Was Milton Hershey? with only incorrectly visualizing two out of the six
paragraphs.

ILKleiman Spring 2016