1. Topic-
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| Reading Comprehension with Focus on Strategies and Vocabulary |
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2. Content-
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| Reading/Literary terms from glossary each student has a copy of. |
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3. Goals: Aims/Outcomes-
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1.Students will increase their reading comprehension one level through
Easy CBM data and classwork assignments.
2.Students will increase their vocabulary using specific words and
menacing to the class readings.
3. Students will improve grades from their improvement in reading
fluency, comprehension and vocabulary |
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4. Objectives-
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1.Using audio tapes for reading, read alouds and silent reading
to address the reading styles of each student,
2.students will use reading strategies taught to improve reading comprehension
and vocabulary |
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5. Materials and Aids-
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| Saddleback Illustrated Classic audios and books with learning packets
identifying visual cues, character study, vocabulary, comprehension
check, synonyms and antonyms, cause and effect, sequence of events
and inference skills. |
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6. Procedures/Methods-
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A. Introduction-
1.Students will be introduced to the weekly essential question for
the topic studied
2.Book for the week will be introduced by title, pictures and vocabulary.
3.Predictions to the story will be made as a brainstorming activity
as well as W,K,L chart |
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B. Development-
1.The process of chunking throughout the book to identify setting,
character, plot and vocabulary is a strategy that will keep the student's
attention through the reading.
2.Vocabulary words will be identified through contact clues and inference
skills
3. Asking questions during chunking helps the student comprehend and
connect the beginning to the end |
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C. Practice-
1.After each reading, review of vocabulary, characters and plot
will help in the assessment of the topic or unit.
2.Activities that reinforce the learning that has been modeled,explained
and demonstrated.
3. Group activities to allow students to communicate ideas with peers. |
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D. Independent Practice-
1.Reading packets that address: Interpreting visual cues,vocabulary,
fact or opinion,cause and effect,figurative expression,character traits,
sequence of events, inference skills, comprehension check, and literary
terms
2.Students choose a book on their lexile level to read silently and
respond to what they read using given set of questions.
3.Fluency test with teacher. |
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E. Accommodations (Differentiated Instruction)-
1. Scaffolding of instruction so students have a foundation to build
upon for the next higher order thinking skill according to Bloom's
Taxanomy
2. Cooperative learning to make students feel comfortable in answering
and addressing questions
3. Giving students extra time to complete assignments |
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F. Checking for understanding-
1. Class overview of packet, questioning, PowerPoints, Easy CBM
comprehension test weekly
2. Correction of wrong answers to tests or packets
3. Give reason for why the student gave that answer to assessment
question or questions in packet |
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G. Closure-
1. Using KWL chart to identify what they learned in the lesson.
2. Questions to be answered for extra credit or ticket out the door
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7. Evaluation-
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1. Data from weekly Easy CBM comprehension tests
2. Class activities and study packet that address reading skills. |
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