1. Topic-
The Golden Tamarin Comes Home (Theme 6 Story 2)
Using HM skills and strategies, along with engagement and think- aloud strategies, to facilitate
reading comprehension.
2. Content-
Reading and Literature
As introduced previously by Vocabulary Reader - canopy, captive, dilemma, extinction, genes, habitat, humid, observation, predators, reintroduction
3. Goals: Aims/Outcomes-
I want students to:
1. Monitor and clarify their reading.
2.Demonstrate understanding of topic, main idea & supporting details both written and orally.
3.Use decoding strategies along with other previously introduced HM skills and strategies (generalizing, inferring etc.)in both written and oral forms.
4. Objectives-
Students will be able to:
1. Use "tok-tokkie" to monitor and clarify their reading.
2. Children will use written or drawn information on index cards to demonstrate their understanding of comprehension questions,with particular emphasis on topic, main ideas and supporting details.
3. Will participate fully in classroom activities, and take responsibility for their own learning, as evidenced by their engagement in the lesson.
5. Materials and Aids-
eBook & computer - Connor
Basal Readers
Index cards
CCD chart. Decoding chart.
6. Procedures/Methods-

A. Introduction-

1.Build background pg 626 of Basal in the following ways:
* Gestures for previously introduced vocab.
* Mapwork for location.
* Prediction end of P1.
* Use questions at end of intro to guide reading.
*ELD/Language accommodations: gesture,pointing, visuals, summarize.
2. Introduce the author and genre.
3. Introduce strategy focus and expectations - "tok-tokkie" - tie to small group reading stickies.
4. Set Skill focus - main ideas and supporting details.

B. Development-

1. Title and picture walk through book to make predictions/inferences about the text. Use index cards. Share.(just predicted a main idea of a passage)ELD support - pictures.
2. Read Decoding Chart practiced previously. Use think aloud if necessary, or have a student model it.(Intensive/strategic reader support.)

C. Practice-

Model for reading this selection:
1. Read to self.
2. Use monitor and clarify strategies as expected.
3.Read with teacher (choral, cloze, individual, volunteer etc)
4. Set comprehension question.
5. Students write.
6. Students share.
7. Class discusses if necessary.

D. Independent Practice-

1. Responding, sharing, discussing, correcting
2. End of story - HM Practice Books to review focus skill - Main ideas and supporting details.
3.End of story - Responding to questions on page 642 of basal in notebooks.
4. Read to self

E. Accommodations (Differentiated Instruction)-

1. All students may discuss and share answers.
2. ELD children assisted by pictures, gesture, maps, peer mentors.(Elizabeth is doing the same theme, but following the ELD support book.)
3. Intensive/Strategic students (ORF) have audio (Connor), many opportunities to practice the same text, 1:! teacher assistance and fluency modeling.

F. Checking for understanding-

1. Engagement strategies allow for teacher immediate check in.
2. End of story -Journal responses allow teacher to gauge understanding of this particular story and application HM skills and strategies related to it.
3. End of story - Practice book responses allow generalization of HM skills and strategies across texts.

G. Closure-

1. Questions or comments about today's reading.
2. Store index cards in tubs.
3. Pack away Basal Readers.
4. Transition to lunch.
7. Evaluation-
1.At the end of this story students will:
1. Be able to use vocabulary from this story in other settings.
2. Apply Main idea, supporting details, monitor and clarify strategies across all text, with particular emphasis in small group reading.
2. 4 or 5 out of 5 on Quick Skill Test on Main Idea and Supporting Details. HM assessment.

This Lesson Plan is available at (www.teacherjet.com)