1. Topic-
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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. |
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2. Content-
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Reading and Literature
As introduced previously by Vocabulary Reader - canopy, captive, dilemma,
extinction, genes, habitat, humid, observation, predators, reintroduction |
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3. Goals: Aims/Outcomes-
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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. |
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4. Objectives-
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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. |
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5. Materials and Aids-
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eBook & computer - Connor
Basal Readers
Index cards
CCD chart. Decoding chart.
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6. Procedures/Methods-
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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. |
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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.)
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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. |
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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 |
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E. Accommodations (Differentiated Instruction)-
1. All students may discuss and share answers.
2. ELD children assisted by pictures, gesture, maps, peer mentors.(Lizabeth
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. |
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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.
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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. |
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7. Evaluation-
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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. |
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