Lauren Mroz School: Alpine Elementary Teacher: Mrs.

Nicolette Grade Level: 1st Lesson Title: Today I Feel Silly & Other Moods That Make My Day Target Learner 1(Tyler): Main Goal: To develop overall reading comprehension when this tutee reads on their own and listens to a read a-loud, further develop confidence in reading out loud, and progress towards pictorial interpretation. Primary language: English this is the only language the child knows Approximate reading level is 7-8; which is slightly below grade level Primarily uses phonemics to figure out unfamiliar words Unable to retell a story/page of a book after hearing it read Demonstrates great difficulty when trying to use the pictures to tell a story or to retell what happened. Rarely uses pictures to aid in reading comprehension Parents divorced he spends some nights with dad others with mom Likes to read short easy books at home Enjoys reading during the school day but does not find it enjoyable at home because he could be playing a game instead Loves Star Wars, Transformers, dragons, and playing DSI Reads with his dad the most thinks his dad is the best reader Very sociable and talkative

Subject: Today I Feel Silly & Other Moods That Make my Day by Jamie Lee Curtis

A story about a little curly haired redhead girl who like everyone else has moods that change every day. The book follows the different moods the young girl experiences. While showing the different moods she experiences, examples of why she feels that way are presented through everyday problems children face. This book is great to introduce a variety of different moods and feelings. It also introduces rhyming words and has many descriptive words. The fun and detailed pictures, illustrated by Laura Cornell, are engaging and further express the feelings and moods presented by the text.

Objectives and GLCEs:

The target learner will demonstrate that they are understanding the read aloud by answering questions about the book during and after the read aloud. The target learner will practice reading pictures with the tutor and independently to improve the ability of interpreting pictures. Cognitive: The target learner will be able to recall details about the book that show their understanding in a concept map. Cognitive: Target learner will show progress in being able to retell a story using the pictures Psychomotor: The target learner will be able to illustrate their own feelings Affective: The student will be enthusiastic about reading a new book and formulate predictions and thoughts on the pictures in the book. R.NT.01.05 Respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding. R.CM.01.02 Retell in sequence up to three important ideas and details of familiar simple oral and written text. R.MT.01.02 Self-monitor comprehension by using strategies including asking questions before, during, and after reading and discussing the most important ideas and themes in a text.

Purpose: The purpose of this lesson is to help Target Learner 1 progress in reading for understanding/comprehension using the pictures for aid. The student will also learn about the feelings they may have, when they express those feelings, and how they express those feelings. Materials: Colored paper Colored pencils

Before the lesson: Review sight word flash cards o Note progress on sight words tutee struggles with Tutee reads their nightly book bag book to the tutor. o Tutor listens to the tutee and observes reading style and progress o Tutee explains what the book was about o Tutee makes a text-to-text or text-to-self connection depending on the book

Anticipatory Set: What do you think will happen based on the cover of the story? Do you know what a mood is? What are some examples of different moods people can have? How are you feeling now? Whats your mood like now? Go through to book looking at only the illustrations and ask the kids how they can tell the mood the girl feels without hearing the words.

o Students should look for clues in her body and face.. o Predict why she may be having those feelings As I read, listen for what the girl feels each day.

Body of Lesson: Teacher/tutor reads the book to the target learner During the reading teacher/tutor engages target learner in questions about what is happening and make predictions by briefly discusses any key features of the pictures to make sure they are staying focused and understanding/retaining what they are hearing. Have the students give a facial expression that relates to the feeling that is being read. *This can also be an assessment to see if students understand how to express their feelings/ understand how a feeling should be expressed. o Student should look mad when the character is mad if a student is smiling then the student may not understand what mad means or may have a type of disability/misunderstanding. After reading, have student explain what happened in the book using pictures as aid. Have student explain their favorite part of the story and why they like it. o Go back to that part of the story and have the tutee practice reading aloud with the help of the teacher/tutor. o Have the student read the page about their favorite part of the story. Target learner will do an extension reflection activity o Students will illustrate when they feel each of the feelings in the book and explain when they feel that way or why they feel that way.

Strategies/Modeling: The teacher/tutor will model what you can learn about a book from the title. The teacher/tutor will model what the dedication is who writes it, for who, and why. The tutor will model feelings by giving examples of when they feel a certain way.

Checking for Understanding: Have the student explain what happened in the book using the pictures as an aid. Student should state their favorite part of the story, explain what happened, and why it is their favorite part of the book. Students will go back through the book and state the feeling on each page.

Guided Practice: The tutor will support the student as they are practicing how to interpret the pictures in the book to tell a story. Tutor should reinforce comprehension by asking many questions about what is happening throughout the book to keep the tutee engaged and retaining what they read.

Tutor will encourage the student to retell the story after reading it by flipping through the pictures and guiding the discussion. Tutor will talk about what happened in the book during the reflection activity to reinforce understanding.

Closure: The student will demonstrate understanding after the reflection activity by re-explaining what the girl felt in the book using the pictures to help them then connect it to what makes them feel that way.