Use the following documents to create your lesson plan assignment for EDC423




Comprehension Lesson Plan [Reading & Thinking Plan] - EDC 423

Purpose:
Reading and writing are complex processes. Becoming an effective teacher of reading and writing necessitates firm knowledge of reading and writing theory, development, standards and instruction, as well as demonstration of teaching competencies. Through this assignment, students will demonstrate their ability to choose appropriate texts for students, develop a lesson for this text, and demonstrate how the activities in the lesson relate to the Rhode Island Beginning Teacher Standards and the Performance Standards in English Language Arts as put forth in the New Standards. Successful completion of this assignment provides students with one component of the cumulative achievement of Rhode Island Beginning Teacher Standards 2, 5, 6, 8, and 9, and affords students the ability to demonstrate knowledge and understanding of English Language Arts (New) Standards E-1 through E-5.

Process:
1. Each student will develop a lesson using the book Hollis Woods, written by Patricia Reilly Giff.
2. Students will determine the readability of the book using the Fry formula.
3. Students will follow the attached guideline for preparing a lesson.

Product:
For EDC 423, each student will create a lesson plan featuring the chosen children’s trade book. Within this lesson, the student will detail a plan for developing prior knowledge, reading the text selection, and further developing an appropriate comprehension skill relevant to that text. The plan will integrate listening, speaking, reading, and writing, include provisions for engaging all learners, and make reference to the appropriate RIBTS and the Performance Standards in English Language Arts (New Standards).



Guidelines for Preparing the Reading and Thinking Plan EDC 423

The following guide includes the information you must provide to meet the standard for this assignment. See rubric for additional information needed to exceed the standard.

Identifying information
Student Name
Book title
Author

Lesson Overview
1. Summary: Provide a short summary of the book, using story grammar elements, including its theme.
2. Genre: Identify the genre of the book and explain how the book meets criteria for quality literature in that genre; include examples from the story to support your decisions.
3. Readability: Give the approximate grade level of the book; include Fry calculations
4. Context & Rationale: State the grade for which you have chosen the book and when in the year you would teach it. Provide a brief rationale for why this book is appropriate to use with fifth graders. Identify which part of the book your lesson focuses and what students have covered thus far in the book (plot and strategy use).
5. Grouping: Tell whether the lesson is for the whole group, a small group, or an individual student and briefly explain why students are grouped that way (e.g., benefits, concerns, etc.)
6. Materials: List the materials you will need for this lesson.

Objectives/Outcomes
Write at least two comprehension objectives for this lesson.
  • ONE reading comprehension objective (What will students do to show they are able to apply at least one of the seven key comprehension strategies [e.g., M&MDAVIS] to understand the book while they are reading it?)
  • ONE reader response objective (What will students do that will show their response to the book, or that they have extended the concepts in the book to another area?)
Objectives MUST
  • be clearly labeled (comprehension or response)
  • be measurable and relate directly to an actual product or outcome; e.g. “The student will explain, demonstrate, compare, justify, etc….”.
  • tie directly to your assessments
  • the comprehension objective must relate directly to the comprehension strategy you will be teaching during the lesson.
For each objective, state (write out the number and definition) the standards that apply:
  • applicable RIPTS AND applicable Grade Level Expectations (GLEs) for reading and/or writing

Pre-reading
Provide a detailed (step-by-step) explanation of how you will
1. Develop or activate prior knowledge (Identify specific questions/activities you will use)
2. Engage students in experiences relating to the book’s theme (How might you call attention to aspects of theme)
3. Set a purpose for reading the selection (Provide an explicit purpose-setting statement for students related to content and/or theme; We will read to ….)

During Reading: Comprehension Strategy Instruction
  • Describe what comprehension strategy you plan to work on in this lesson. (NOTE: Make sure you have written an objective that will evaluate this strategy.)
  • Describe, step-by-step, how you will Teach/Model Components of the skill or strategy (Think-Aloud = Define, Explain, Model, Notice & Apply, and Clarify)
  • Be sure to include three teacher think-alouds and companion student responses for the strategy you are modelingDuring Reading:

During Reading: Guided Practice
Describe how you will have students read the book, for example, reading orally, reading silently, reading independently then engaging in a literature circle, participating in guided reading in a group, etc.
  • If appropriate to this section, describe how you will encourage students to use the comprehension skill or strategy.

List at least 6 purposefully selected questions and related follow-up questions that prompt students to actively engage with the big ideas in this section of the text.
  • Label your questions as literal, inferential, or evaluative (and be sure to use more inferential questions in this lesson plan)
  • 4 questions should focus on gaining deeper comprehension
  • 2 questions should also integrate guided application of strategy use to clarify or extend meaning
List any additional questions you will ask to wrap up the guiding reading instruction (literal and inferential) along with the expected responses

Independent Practice
Describe how you will have students apply their comprehension strategy use in an activity they complete on their own with the same text.

After Reading Responding
1. Describe at least two different activities you will use to engage students during class in responding to or extending the story. Clearly describe each activity and provide examples of directions, worksheets, prompting questions, etc. that students will be given to complete each activity.
  • If appropriate to this section, describe how you will encourage students to use the comprehension skill or strategy.

Applying the Comprehension Strategy to a New Text
Describe in detail how you will engage students in further exploring the comprehension skill or strategy you taught. This should be additional practice of the same skill or strategy in another content area, with another piece of literature, or with another text selection. This could be a homework activity or additional center activity.

Engaging All Students
Describe how you will adjust your instruction to meet the needs of the diverse learners in your classroom. Consider differentiating for (a) different learning styles and (b) different reading abilities. Explain how you will keep all students engaged in the task by providing certain supports, directions, groupings, adapted expectations, etc.)

Evaluation**
Describe how you plan to determine whether your students learned what was stated in your objectives.
• You must explicitly describe how you will measure each of your stated objectives.
• Your evaluation MUST relate directly to your stated objectives.
• You must include a rubric for at least one of your objectives.