Planning Instruction Part 2

700.4PBP PLANNING INSTRUCTION, PART 2

This project is a continuation of the earlier project TNT 700.3P Planning Instruction, Part 1. You will develop the student expectations chosen in the previous project into lesson plans. This project has two submissions.

LOOK CAREFULLY  AT THE CERTIFICATION AREAS LISTED BELOW AND SELECT THE AREA IN WHICH YOU WISH TO CERTIFY  FOR INSTRUCTIONS. THEN REVIEW THE EVALUATION CRITERIA AND THE SUBMISSION INSTRUCTIONS FOR YOUR CERTIFICATION AREA. YOU WILL USE THESE SAME TWO PLANS IN THE NEXT PROJECT, TNT 700.5PBP, AS WELL AS THIS ONE.

ARE YOU CERTIFYING IN CORE EC-6; OR ELAR 4-8; OR CORE 4-8; OR ELAR/SS 4-8?

Because you are certifying or hoping to certify in a content area that includes the Science of Teaching Reading standards, you must provide evidence through your lesson planning projects that you know and are able to apply the STR standards. Therefore, you must do the following:

1. Lesson Plan 1 MUST be a lesson plan that uses an English/Reading/Language Arts TEKS that addresses one of the following literacy domains: Phonics; Phonemic Awareness; Comprehension; or Fluency. Vocabulary instruction must be embedded in the plan as well. You must use this lesson plan format Download lesson plan format to ensure you are meeting the instructional planning requirements that include the STR.  If you did not use one of these areas for TNT 700.3PBP you may create a new plan.

2. Lesson Plan 2 may also be literacy, or you may choose any other standard in any other content area you wish. Vocabulary instruction must also be embedded in the plan, regardless of the content area and standard you choose. You may use the traditional Texas Teachers’ Lesson Plan document Download Texas Teachers’ Lesson Plan document for this plan if you wish, or use the literacy plan template Download literacy plan template from Lesson Plan 1 above.

You may download the 700.4PBP Rubric Download 700.4PBP Rubric  here to understand the expectations of the project. You must score at least 48 out of 60 points on each lesson plan to be successful. You may submit each plan until you reach a passing score or within four submissions. The following exemplar lesson Download exemplar lesson plan may be useful for you in your planning.

Your work must be your own. You may not use district-provided lesson plans or those others in this course have submitted. Submitting work that is not your own is plagiarism and violates the ethical and professional standards in Texas, as well as violating the Academic Integrity portion of your contract with us.

ARE YOU CERTIFYING IN ANY OTHER AREA THAN THOSE LISTED ABOVE?

For this project, you will write two complete lesson plans and submit each one for evaluation and feedback. You MUST use two different TEKS and two different lesson plans when you submit. Your work must be your own. You may not use district provided lesson plans or those others in this course have submitted. Submitting work that is not your own is plagiarism and violates the ethical and professional standards in Texas, as well as violating the Academic Integrity portion of your contract with us.

1. Select a standard from your content area, and using the approved template, write Lesson Plan 1. Submit this plan on the page that says Submit Lesson Plan 1 Here. You must use this template Download this template  to ensure you meet the technical requirements of lesson planning as required in the state code. This is not a traditional lesson plan format but is designed to walk you through the process of what is evaluated.

2. Select a different standard from your content area, use the same format as before Download use the same format as before and write Lesson Plan 2. Submit this plan on the page that says Submit Lesson Plan 2 Here. You may download the 700.4PBP Rubric Download 700.4PBP Rubric  here to understand the expectations of the project. You must score at least 48 out of 60 points on each lesson plan to be successful. You may submit each plan until you reach a passing score or within four submissions. 

To see an example of exemplary performance on this assessment, please see the 700.4PBP Example Download 700.4PBP Example . 

EVALUATION CRITERIA FOR ALL CERTIFICATION AREAS

  • The alignment and appropriateness of the instructional      strategies with the learning objective
  • Explicit, targeted activities that include flexible      grouping and individualized instruction, as appropriate
  • Literacy strategies include the STR components      (required for certain certificates), embedded vocabulary explicitly taught      (all candidates)
  • Technology is integrated and aligned to the standard      (T-PACK) and aligned to ISTE standards
  • Decision-making reflection

Please select the tab that best describes your certification preference to understand the requirements for submission. Certification areas that include the Science of Teaching Reading standards have different requirements than the other certification areas. These certification areas include:

  • Core EC – 6 with STR
  • Core 4 – 8 with STR
  • ELAR 4 – 8 with STR
  • ELAR/SS 4 – 8 with STR

If you are not certifying in any of the above certification areas, select the tab for “All Other Certification Areas”.

TEXAS TEACHERS LESSON PLAN FORMAT 

LITERACY SPECIFIC PLAN (SUBMITTED FOR LESSON PLAN 1)

INSTRUCTIONS: Complete all portions of the lesson plan. Within the Instructional Steps, note the following items as indicated below to facilitate identification of the required elements. 

Use of Groups  Blue or Aqua 

Critical Thinking or Problem Solving Pink or Magenta

Learning Modalities used Underlined

NAME:    SUBJECT/GRADE:__________________________________

CERTIFICATION AREA: _______________________________

STR FOCUS AREA: PLEASE HIGHLIGHT IN YELLOW WHICH OF THE MAIN PILLARS OF LITERACY INSTRUCTION YOUR PLAN FOCUSES ON

PHONOLOGICAL/PHONEMIC AWARENESS PHONICS FLUENCY COMPREHENSION

***NOTE: VOCABULARY MUST BE INCLUDED IN ALL AREAS OF FOCUS 

  

TEKS OR PRE-K GUIDELINES:

LEARNING OBJECTIVE(S):The student will

ASSESSMENT

  

MATERIALS   and SETTING

What   materials do you need for this lesson? What is the setting? Are students in   pairs, groups, stations, floor, library, science lab?

 

KEY   VOCABULARY and ACADEMIC LANGUAGE

What   vocabulary terms must students know to understand the concept being taught?

**Include specific method for working   with vocabulary

ex: Marzano, Frayer model,   Greek/Latin roots

 

FOCUS   ACTIVITY

What   activity will students engage in that will pique their interest about the upcoming   lesson? Think of this like a preview for an upcoming movie – something that   ignites curiosity

 

CONNECTION   TO PRIOR LEARNING OR REAL WORLD

This   is what you say to students about   what they have already learned and how it prepares them for what they are   about to learn; review what they have learned to prepare them for the   upcoming lesson.

 

OBJECTIVE   STATEMENT

(including   a performance behavior)

This   is what you say to students about   what students will learn today, and   how they will show they have learned the content (that is the performance   measure)

 

PURPOSE   OF LEARNING

Why   do students need to learn this today? This should be written in what you will say to students and should include   both why it is important to the content and   why it is relevant in their lives.

 

INSTRUCTIONAL STEPS

Include: 

· Step by step instructions

· Key points

· Directions to give

· Small   group instructional plans

· Differentiated   Station Activities 

 

LITERACY STRATEGIES USED

**Specifically identify ways you are   implementing literacy instruction!

 

STUDENT USE OF TECHNOLOGY 

 

CLOSURE

Review:How will you cement the learning that has taken place in this lesson?

Connect to future learning:How will what students learned today help   them in upcoming lessons?

The Reflection

Answer each of the following questions in the text box provided. Your answer should be written in complete sentences and be at least one and no more than three paragraphs per question.

1. Explain how the instructional strategies chosen help make the subject matter more accessible to students. For example, how did the strategies you chose facilitate learning for your EL students or your students who are below grade level? 

2. Explain the criteria used to group students (size of group, specific characteristics and needs of group members, etc).

3. Explain how this lesson plan supports what we know about how learning occurs and how learners develop, construct meaning, and acquire knowledge and skills?

4. How will you encourage a growth mindset and, thus, persistence, throughout this lesson?

TEXAS TEACHERS LESSON PLAN FORMAT 

LITERACY SPECIFIC PLAN (SUBMITTED FOR LESSON PLAN 1)

INSTRUCTIONS: Complete all portions of the lesson plan. Within the Instructional Steps, note the following items as indicated below to facilitate identification of the required elements. 

Use of Groups  Blue or Aqua 

Critical Thinking or Problem Solving Pink or Magenta

Learning Modalities used Underlined

NAME:    SUBJECT/GRADE:__________________________________

CERTIFICATION AREA: _______________________________

STR FOCUS AREA: PLEASE HIGHLIGHT IN YELLOW WHICH OF THE MAIN PILLARS OF LITERACY INSTRUCTION YOUR PLAN FOCUSES ON

PHONOLOGICAL/PHONEMIC AWARENESS PHONICS FLUENCY COMPREHENSION

***NOTE: VOCABULARY MUST BE INCLUDED IN ALL AREAS OF FOCUS 

  

TEKS OR PRE-K GUIDELINES:

Grade 2, Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

(C) make and correct or confirm predictions using text features, characteristics of genre, and structures;

LEARNING OBJECTIVE(S):The student willuse text features and structures such as the cover, title, table of contents, and back blurb to identify the characters, setting, and problem of the story to make a prediction before reading a fiction text. 

ASSESSMENT

Informal Assessment: Today, the students each make a prediction in the listening station based on their audio book. Students will turn this in at the end of the class period as an informal/formative assessment. The teacher will score this based on two parts: a realistic prediction based on the book’s text features a confirmation or denial of this prediction upon completion of the text. 

Formal Assessment: Since this is the first day of this skill, a formal assessment isn’t needed. The skill could be broken down into two parts- one identifying the character, problem, and solution, and the next one making the prediction.  To formally assess later on in the lesson cycle, readers willuse another level “G” book, read aloud the title, cover, back blurb, and table of contents, and identify the character, setting and problem in order to make a prediction.

  

MATERIALS   and SETTING

What   materials do you need for this lesson? What is the setting? Are students in   pairs, groups, stations, floor, library, science lab?

Mentor text: Katie Woo: No Valentines for   Katie (Guided Reading Level G)

Sticky Notes

Anchor Chart: How to use a Sneak Peek to   Predict.  The anchor chart will be created as a class.

Students will start in whole group, move to   stations and guided reading groups around the classroom.

 

KEY   VOCABULARY and ACADEMIC LANGUAGE

What   vocabulary terms must students know to understand the concept being taught?

**Include specific method for working   with vocabulary

ex: Marzano, Frayer model,   Greek/Latin roots

Sneak Peek (this is really previewing and   orienting to text, but we don’t need second graders to use that language)

Title, Table of Contents, Back Blurb

Predict

Characters, Setting, Problem

Frayer Model for the term “back blurb.” Students will complete a 4 square grid with   this term using the following steps:

1. Define the target vocabulary word.

2. List facts about the target word

3. Generate examples and non-examples.

 

FOCUS   ACTIVITY

What   activity will students engage in that will pique their interest about the   upcoming lesson? Think of this like a preview for an upcoming movie –   something that ignites curiosity

Teacher wears a detective hat and holds a   magnifying glass to rally the class.  Emphasizes that readers are like   detectives sometimes making predictions before they read.

 

CONNECTION   TO PRIOR LEARNING OR REAL WORLD

This   is what you say to students about   what they have already learned and how it prepares them for what they are   about to learn; review what they have learned to prepare them for the   upcoming lesson.

“Readers, you’ve worked so hard on looking at   the pictures before you start reading every story, but today, you are going   to do a grown-up sneak peek since you are almost third graders!  You are   going to use that to help you make a prediction which will help you   understand and keep track of the story as you read these longer books!”

 

OBJECTIVE   STATEMENT

(including   a performance behavior)

This   is what you say to students about   what students will learn today, and   how they will show they have learned the content (that is the performance   measure)

“Readers!  Today we are going to take a   sneak peek by looking at the cover, title, back blurb, and table of contents   so we can make a prediction before we read to help understand longer books!   After we read, we will check and see if our ideas were right!”

 

PURPOSE   OF LEARNING

Why   do students need to learn this today? This should be written in what you will say to students and should include   both why it is important to the content and   why it is relevant in their lives.

“You are going to use the sneak peek to help   you make a prediction which will help you understand and keep track of the   story as you read these longer books!”

 

INSTRUCTIONAL STEPS

Include: 

· Step by step instructions

· Key points

· Directions to give

· Small   group instructional plans

· Differentiated   Station Activities 

1. “Readers!    Today we are going to take a sneak peek by looking at the cover, title, back   blurb, and table of contents so we can make a prediction before we read to   help understand longer books!” Teacher uses hands to gesture like it’s a book   and pointing out the front and back.

2. Before beginning the lesson, students will work   together as a class to complete the Frayer model of “back blurb.” This is a new term for   students so going through the process of creating a vocabulary anchor chart   will solidify this term for them. 

3. Teacher   models through direct instruction doing this before reading. Teacher models   reading the title, cover, back blurb and table of contents (if applicable.) 

4.   Students are sitting next to a reading partnerand then they discuss what they’re thinking the   character, setting, and problem might be. The teacher listens in to quickly   get an informal assessment on how students are responding to this   information. 

5. The teacher models thinking aloud and writing   it on a sticky note.    This is all direct instruction so the teacher does not call on any students   to gather their thinking.  The teacher is only modeling the correct   response.  The teacher will place the sticky notes on an anchor chart. The chart will be set up in three   columns. What I know (title, cover,   back blurb), what I predict (problem), and confirmed/denied.

6. The teacher follows the same procedure for   making a prediction. The teacher reads the whole story, stopping after each chapter to   check on the prediction and maintain information across chapters to see how   the problem is developing.  The teacher is modeling correct   thinking across the book aloud. Students can be given time to talk to their   partnerships quickly after each chapter to practice, but the teacher does not   call for their responses.  

7. At the end of the story, the teacher confirms   the prediction and repeats the gestures and points to the anchor chart   repeating the steps of how to take a sneak peek and predict.  

8. To wrap up the lesson, the class as a whole can confirm or deny the   prediction that the teacher has made. The students echo   the steps and gestures. 

9. The   teacher will dismiss students out into their station activities now while pulling guided reading groups. The station activities are:

· Writing   about Reading – Students will choose a book on their   independent reading level,   read for 15 minutes and then choose a writing about reading prompt card and   write a written response. The   prompt cards are of varying difficulty levels. Students know which color cards they are to   draw from to match their skill levels. 

· Technology Station – Students will work on the computer or ipad on   iStation. This differentiated learning   opportunity allows students to work on reading passages and answer questions   based on their specific reading needs and abilities. 

· Listening   Station – students will listen to a book on tape. Students will listen to the book assigned   to their reading group based on level. The books will be differentiated and color coded. Students know which book they are to listen   to. They will write a prediction ahead of   listening and then confirm or deny after they listen. They will turn in this   prediction for an informal assessment/formative assessment.

· Independent   Reading– Students will read a book of their choice at their table.

· Guided   Reading– Groups will   be pulled to the guided reading table with the teacher to work on their   instructional level. Teacher will   practice the prediction skill with all groups using text on their level.

 

LITERACY STRATEGIES USED

**Specifically identify ways you are   implementing literacy instruction!

The preview of the book aids in comprehension. The Frayer model is an   effective strategy to help the new vocabulary stick. Students discuss various parts of the   lesson and make predications. At the   writing about reading station, the students choose a book on their   independent reading level and write about it. At the technology station, students answer comprehension questions.   Students write predictions at the listening station and work with the teacher   to practice predictions in reading groups. 

 

STUDENT USE OF TECHNOLOGY 

Technology Station   – Students will work on the computer or ipad on iStation. This differentiated learning opportunity   allows students to work on reading passages and answer questions based on   their specific reading needs and abilities. 

 

CLOSURE

Review: How will you cement the learning that has taken place in this lesson?

Connect to future learning: How will what students learned today help   them in upcoming lessons?

Gather students back on the carpet after   their independent practice.  They share their work with their reading   partner.  Repeat steps and gestures from anchor chart.  

Teacher tells students to be detectives all   day thinking about predictions in all books they read and will try it out in   even longer books tomorrow.

The Reflection

Answer each of the following questions in the text box provided. Your answer should be written in complete sentences and be at least one and no more than three paragraphs per question.

5. Explain how the instructional strategies chosen help make the subject matter more accessible to students. For example, how did the strategies you chose facilitate learning for your EL students or your students who are below grade level? 

6. Explain the criteria used to group students (size of group, specific characteristics and needs of group members, etc).

7. Explain how this lesson plan supports what we know about how learning occurs and how learners develop, construct meaning, and acquire knowledge and skills?

8. How will you encourage a growth mindset and, thus, persistence, throughout this lesson?

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Planning Instruction Part 2

700.4PBP PLANNING INSTRUCTION, PART 2

This project is a continuation of the earlier project TNT 700.3P Planning Instruction, Part 1. You will develop the student expectations chosen in the previous project into lesson plans. This project has two submissions.

LOOK CAREFULLY  AT THE CERTIFICATION AREAS LISTED BELOW AND SELECT THE AREA IN WHICH YOU WISH TO CERTIFY  FOR INSTRUCTIONS. THEN REVIEW THE EVALUATION CRITERIA AND THE SUBMISSION INSTRUCTIONS FOR YOUR CERTIFICATION AREA. YOU WILL USE THESE SAME TWO PLANS IN THE NEXT PROJECT, TNT 700.5PBP, AS WELL AS THIS ONE.

ARE YOU CERTIFYING IN CORE EC-6; OR ELAR 4-8; OR CORE 4-8; OR ELAR/SS 4-8?

Because you are certifying or hoping to certify in a content area that includes the Science of Teaching Reading standards, you must provide evidence through your lesson planning projects that you know and are able to apply the STR standards. Therefore, you must do the following:

1. Lesson Plan 1 MUST be a lesson plan that uses an English/Reading/Language Arts TEKS that addresses one of the following literacy domains: Phonics; Phonemic Awareness; Comprehension; or Fluency. Vocabulary instruction must be embedded in the plan as well. You must use this lesson plan format Download lesson plan format to ensure you are meeting the instructional planning requirements that include the STR.  If you did not use one of these areas for TNT 700.3PBP you may create a new plan.

2. Lesson Plan 2 may also be literacy, or you may choose any other standard in any other content area you wish. Vocabulary instruction must also be embedded in the plan, regardless of the content area and standard you choose. You may use the traditional Texas Teachers’ Lesson Plan document Download Texas Teachers’ Lesson Plan document for this plan if you wish, or use the literacy plan template Download literacy plan template from Lesson Plan 1 above.

You may download the 700.4PBP Rubric Download 700.4PBP Rubric  here to understand the expectations of the project. You must score at least 48 out of 60 points on each lesson plan to be successful. You may submit each plan until you reach a passing score or within four submissions. The following exemplar lesson Download exemplar lesson plan may be useful for you in your planning.

Your work must be your own. You may not use district-provided lesson plans or those others in this course have submitted. Submitting work that is not your own is plagiarism and violates the ethical and professional standards in Texas, as well as violating the Academic Integrity portion of your contract with us.

ARE YOU CERTIFYING IN ANY OTHER AREA THAN THOSE LISTED ABOVE?

For this project, you will write two complete lesson plans and submit each one for evaluation and feedback. You MUST use two different TEKS and two different lesson plans when you submit. Your work must be your own. You may not use district provided lesson plans or those others in this course have submitted. Submitting work that is not your own is plagiarism and violates the ethical and professional standards in Texas, as well as violating the Academic Integrity portion of your contract with us.

1. Select a standard from your content area, and using the approved template, write Lesson Plan 1. Submit this plan on the page that says Submit Lesson Plan 1 Here. You must use this template Download this template  to ensure you meet the technical requirements of lesson planning as required in the state code. This is not a traditional lesson plan format but is designed to walk you through the process of what is evaluated.

2. Select a different standard from your content area, use the same format as before Download use the same format as before and write Lesson Plan 2. Submit this plan on the page that says Submit Lesson Plan 2 Here. You may download the 700.4PBP Rubric Download 700.4PBP Rubric  here to understand the expectations of the project. You must score at least 48 out of 60 points on each lesson plan to be successful. You may submit each plan until you reach a passing score or within four submissions. 

To see an example of exemplary performance on this assessment, please see the 700.4PBP Example Download 700.4PBP Example . 

EVALUATION CRITERIA FOR ALL CERTIFICATION AREAS

  • The alignment and appropriateness of the instructional      strategies with the learning objective
  • Explicit, targeted activities that include flexible      grouping and individualized instruction, as appropriate
  • Literacy strategies include the STR components      (required for certain certificates), embedded vocabulary explicitly taught      (all candidates)
  • Technology is integrated and aligned to the standard      (T-PACK) and aligned to ISTE standards
  • Decision-making reflection

Please select the tab that best describes your certification preference to understand the requirements for submission. Certification areas that include the Science of Teaching Reading standards have different requirements than the other certification areas. These certification areas include:

  • Core EC – 6 with STR
  • Core 4 – 8 with STR
  • ELAR 4 – 8 with STR
  • ELAR/SS 4 – 8 with STR

If you are not certifying in any of the above certification areas, select the tab for “All Other Certification Areas”.

TEXAS TEACHERS LESSON PLAN FORMAT 

LITERACY SPECIFIC PLAN (SUBMITTED FOR LESSON PLAN 1)

INSTRUCTIONS: Complete all portions of the lesson plan. Within the Instructional Steps, note the following items as indicated below to facilitate identification of the required elements. 

Use of Groups  Blue or Aqua 

Critical Thinking or Problem Solving Pink or Magenta

Learning Modalities used Underlined

NAME:    SUBJECT/GRADE:__________________________________

CERTIFICATION AREA: _______________________________

STR FOCUS AREA: PLEASE HIGHLIGHT IN YELLOW WHICH OF THE MAIN PILLARS OF LITERACY INSTRUCTION YOUR PLAN FOCUSES ON

PHONOLOGICAL/PHONEMIC AWARENESS PHONICS FLUENCY COMPREHENSION

***NOTE: VOCABULARY MUST BE INCLUDED IN ALL AREAS OF FOCUS 

  

TEKS OR PRE-K GUIDELINES:

LEARNING OBJECTIVE(S):The student will

ASSESSMENT

  

MATERIALS   and SETTING

What   materials do you need for this lesson? What is the setting? Are students in   pairs, groups, stations, floor, library, science lab?

 

KEY   VOCABULARY and ACADEMIC LANGUAGE

What   vocabulary terms must students know to understand the concept being taught?

**Include specific method for working   with vocabulary

ex: Marzano, Frayer model,   Greek/Latin roots

 

FOCUS   ACTIVITY

What   activity will students engage in that will pique their interest about the upcoming   lesson? Think of this like a preview for an upcoming movie – something that   ignites curiosity

 

CONNECTION   TO PRIOR LEARNING OR REAL WORLD

This   is what you say to students about   what they have already learned and how it prepares them for what they are   about to learn; review what they have learned to prepare them for the   upcoming lesson.

 

OBJECTIVE   STATEMENT

(including   a performance behavior)

This   is what you say to students about   what students will learn today, and   how they will show they have learned the content (that is the performance   measure)

 

PURPOSE   OF LEARNING

Why   do students need to learn this today? This should be written in what you will say to students and should include   both why it is important to the content and   why it is relevant in their lives.

 

INSTRUCTIONAL STEPS

Include: 

· Step by step instructions

· Key points

· Directions to give

· Small   group instructional plans

· Differentiated   Station Activities 

 

LITERACY STRATEGIES USED

**Specifically identify ways you are   implementing literacy instruction!

 

STUDENT USE OF TECHNOLOGY 

 

CLOSURE

Review:How will you cement the learning that has taken place in this lesson?

Connect to future learning:How will what students learned today help   them in upcoming lessons?

The Reflection

Answer each of the following questions in the text box provided. Your answer should be written in complete sentences and be at least one and no more than three paragraphs per question.

1. Explain how the instructional strategies chosen help make the subject matter more accessible to students. For example, how did the strategies you chose facilitate learning for your EL students or your students who are below grade level? 

2. Explain the criteria used to group students (size of group, specific characteristics and needs of group members, etc).

3. Explain how this lesson plan supports what we know about how learning occurs and how learners develop, construct meaning, and acquire knowledge and skills?

4. How will you encourage a growth mindset and, thus, persistence, throughout this lesson?

TEXAS TEACHERS LESSON PLAN FORMAT 

LITERACY SPECIFIC PLAN (SUBMITTED FOR LESSON PLAN 1)

INSTRUCTIONS: Complete all portions of the lesson plan. Within the Instructional Steps, note the following items as indicated below to facilitate identification of the required elements. 

Use of Groups  Blue or Aqua 

Critical Thinking or Problem Solving Pink or Magenta

Learning Modalities used Underlined

NAME:    SUBJECT/GRADE:__________________________________

CERTIFICATION AREA: _______________________________

STR FOCUS AREA: PLEASE HIGHLIGHT IN YELLOW WHICH OF THE MAIN PILLARS OF LITERACY INSTRUCTION YOUR PLAN FOCUSES ON

PHONOLOGICAL/PHONEMIC AWARENESS PHONICS FLUENCY COMPREHENSION

***NOTE: VOCABULARY MUST BE INCLUDED IN ALL AREAS OF FOCUS 

  

TEKS OR PRE-K GUIDELINES:

Grade 2, Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

(C) make and correct or confirm predictions using text features, characteristics of genre, and structures;

LEARNING OBJECTIVE(S):The student willuse text features and structures such as the cover, title, table of contents, and back blurb to identify the characters, setting, and problem of the story to make a prediction before reading a fiction text. 

ASSESSMENT

Informal Assessment: Today, the students each make a prediction in the listening station based on their audio book. Students will turn this in at the end of the class period as an informal/formative assessment. The teacher will score this based on two parts: a realistic prediction based on the book’s text features a confirmation or denial of this prediction upon completion of the text. 

Formal Assessment: Since this is the first day of this skill, a formal assessment isn’t needed. The skill could be broken down into two parts- one identifying the character, problem, and solution, and the next one making the prediction.  To formally assess later on in the lesson cycle, readers willuse another level “G” book, read aloud the title, cover, back blurb, and table of contents, and identify the character, setting and problem in order to make a prediction.

  

MATERIALS   and SETTING

What   materials do you need for this lesson? What is the setting? Are students in   pairs, groups, stations, floor, library, science lab?

Mentor text: Katie Woo: No Valentines for   Katie (Guided Reading Level G)

Sticky Notes

Anchor Chart: How to use a Sneak Peek to   Predict.  The anchor chart will be created as a class.

Students will start in whole group, move to   stations and guided reading groups around the classroom.

 

KEY   VOCABULARY and ACADEMIC LANGUAGE

What   vocabulary terms must students know to understand the concept being taught?

**Include specific method for working   with vocabulary

ex: Marzano, Frayer model,   Greek/Latin roots

Sneak Peek (this is really previewing and   orienting to text, but we don’t need second graders to use that language)

Title, Table of Contents, Back Blurb

Predict

Characters, Setting, Problem

Frayer Model for the term “back blurb.” Students will complete a 4 square grid with   this term using the following steps:

1. Define the target vocabulary word.

2. List facts about the target word

3. Generate examples and non-examples.

 

FOCUS   ACTIVITY

What   activity will students engage in that will pique their interest about the   upcoming lesson? Think of this like a preview for an upcoming movie –   something that ignites curiosity

Teacher wears a detective hat and holds a   magnifying glass to rally the class.  Emphasizes that readers are like   detectives sometimes making predictions before they read.

 

CONNECTION   TO PRIOR LEARNING OR REAL WORLD

This   is what you say to students about   what they have already learned and how it prepares them for what they are   about to learn; review what they have learned to prepare them for the   upcoming lesson.

“Readers, you’ve worked so hard on looking at   the pictures before you start reading every story, but today, you are going   to do a grown-up sneak peek since you are almost third graders!  You are   going to use that to help you make a prediction which will help you   understand and keep track of the story as you read these longer books!”

 

OBJECTIVE   STATEMENT

(including   a performance behavior)

This   is what you say to students about   what students will learn today, and   how they will show they have learned the content (that is the performance   measure)

“Readers!  Today we are going to take a   sneak peek by looking at the cover, title, back blurb, and table of contents   so we can make a prediction before we read to help understand longer books!   After we read, we will check and see if our ideas were right!”

 

PURPOSE   OF LEARNING

Why   do students need to learn this today? This should be written in what you will say to students and should include   both why it is important to the content and   why it is relevant in their lives.

“You are going to use the sneak peek to help   you make a prediction which will help you understand and keep track of the   story as you read these longer books!”

 

INSTRUCTIONAL STEPS

Include: 

· Step by step instructions

· Key points

· Directions to give

· Small   group instructional plans

· Differentiated   Station Activities 

1. “Readers!    Today we are going to take a sneak peek by looking at the cover, title, back   blurb, and table of contents so we can make a prediction before we read to   help understand longer books!” Teacher uses hands to gesture like it’s a book   and pointing out the front and back.

2. Before beginning the lesson, students will work   together as a class to complete the Frayer model of “back blurb.” This is a new term for   students so going through the process of creating a vocabulary anchor chart   will solidify this term for them. 

3. Teacher   models through direct instruction doing this before reading. Teacher models   reading the title, cover, back blurb and table of contents (if applicable.) 

4.   Students are sitting next to a reading partnerand then they discuss what they’re thinking the   character, setting, and problem might be. The teacher listens in to quickly   get an informal assessment on how students are responding to this   information. 

5. The teacher models thinking aloud and writing   it on a sticky note.    This is all direct instruction so the teacher does not call on any students   to gather their thinking.  The teacher is only modeling the correct   response.  The teacher will place the sticky notes on an anchor chart. The chart will be set up in three   columns. What I know (title, cover,   back blurb), what I predict (problem), and confirmed/denied.

6. The teacher follows the same procedure for   making a prediction. The teacher reads the whole story, stopping after each chapter to   check on the prediction and maintain information across chapters to see how   the problem is developing.  The teacher is modeling correct   thinking across the book aloud. Students can be given time to talk to their   partnerships quickly after each chapter to practice, but the teacher does not   call for their responses.  

7. At the end of the story, the teacher confirms   the prediction and repeats the gestures and points to the anchor chart   repeating the steps of how to take a sneak peek and predict.  

8. To wrap up the lesson, the class as a whole can confirm or deny the   prediction that the teacher has made. The students echo   the steps and gestures. 

9. The   teacher will dismiss students out into their station activities now while pulling guided reading groups. The station activities are:

· Writing   about Reading – Students will choose a book on their   independent reading level,   read for 15 minutes and then choose a writing about reading prompt card and   write a written response. The   prompt cards are of varying difficulty levels. Students know which color cards they are to   draw from to match their skill levels. 

· Technology Station – Students will work on the computer or ipad on   iStation. This differentiated learning   opportunity allows students to work on reading passages and answer questions   based on their specific reading needs and abilities. 

· Listening   Station – students will listen to a book on tape. Students will listen to the book assigned   to their reading group based on level. The books will be differentiated and color coded. Students know which book they are to listen   to. They will write a prediction ahead of   listening and then confirm or deny after they listen. They will turn in this   prediction for an informal assessment/formative assessment.

· Independent   Reading– Students will read a book of their choice at their table.

· Guided   Reading– Groups will   be pulled to the guided reading table with the teacher to work on their   instructional level. Teacher will   practice the prediction skill with all groups using text on their level.

 

LITERACY STRATEGIES USED

**Specifically identify ways you are   implementing literacy instruction!

The preview of the book aids in comprehension. The Frayer model is an   effective strategy to help the new vocabulary stick. Students discuss various parts of the   lesson and make predications. At the   writing about reading station, the students choose a book on their   independent reading level and write about it. At the technology station, students answer comprehension questions.   Students write predictions at the listening station and work with the teacher   to practice predictions in reading groups. 

 

STUDENT USE OF TECHNOLOGY 

Technology Station   – Students will work on the computer or ipad on iStation. This differentiated learning opportunity   allows students to work on reading passages and answer questions based on   their specific reading needs and abilities. 

 

CLOSURE

Review: How will you cement the learning that has taken place in this lesson?

Connect to future learning: How will what students learned today help   them in upcoming lessons?

Gather students back on the carpet after   their independent practice.  They share their work with their reading   partner.  Repeat steps and gestures from anchor chart.  

Teacher tells students to be detectives all   day thinking about predictions in all books they read and will try it out in   even longer books tomorrow.

The Reflection

Answer each of the following questions in the text box provided. Your answer should be written in complete sentences and be at least one and no more than three paragraphs per question.

5. Explain how the instructional strategies chosen help make the subject matter more accessible to students. For example, how did the strategies you chose facilitate learning for your EL students or your students who are below grade level? 

6. Explain the criteria used to group students (size of group, specific characteristics and needs of group members, etc).

7. Explain how this lesson plan supports what we know about how learning occurs and how learners develop, construct meaning, and acquire knowledge and skills?

8. How will you encourage a growth mindset and, thus, persistence, throughout this lesson?

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