LESSON PLAN # 4

Tutor: Shawntel Davis Tutee: Arwin Jennings Grade Level: 4th Reading Level: 5/M Lesson #: 4 EVALUATION/REFLECTION FROM LAST LESSON: Arwin really enjoyed my Cloudy with a Chance of Meatballs lesson. I have never seen him so into our reading as we was with this book. This week I wanted to choose a historical fiction text to read because I have only done fiction books so far. The One Minute Reader app is so useful, I love using it and Arwin really enjoyed seeing his progress. This week I will be trying a word sort with Arwin from Words Their Way. Last session I didnt do a word sort and I think that it was a mistake. We continued reading Slam dunk Shoes by Jake Maddox and we will continue until we finish the book. GOALS for the session or for the child: Talk with Arwin about goals Develop Fluency Work on Comprehension and word study activities Writing activity based on guided reading selection Book share Rationale: Every thing that I have planned for today will be working toward our overall goal of making our students fluent, confident, and excellent readers. Common Core Standard(s): CCSS.ELA-Literacy.RF.4.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. CCSS.ELA-Literacy.RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Rationale/Purpose(s) Struggling readers need more than just books. They need a structured reading program that applies research-based principles to keep them on track and maximize results. Readers see graphs of their initial coldtiming score and then of their final hot-timing score, which shows how much they've improved. Watching their scores go up motivates readers to keep working. - I wont be able to complete all the steps but I will try to get most of it done. That way Arwin can see his progress.

FLUENCY/FAMILIAR READING (5 min) [include selection]: I will be using an app called One Minute Reader. We will be starting with level 3, which is intended for third grade. This app has steps: 1. Cold read 2. Read Along 3. Read Alone 4. Quick Quiz

http://www.oneminutereader.com/ GUIDED READING (25-30 MIN): CCSS: CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Selection: Abe Lincolns Hat Level M- Arwins reading level Before Reading Activity: (5-7 min.) Rationale/Purpose: Summarize plot, Discuss pictures, Unfamiliar book language/character names, Draw upon students experiences. This is a historical book about Abraham Lincoln, who was President during the time of the United States' Civil War. In this story, you will learn facts about Abraham Lincoln's life. As you read, you will learn about the time period of the 1800s, and how life was like back then. The purpose of the before reading step is to set the objective for reading, analyze new vocabulary, and make predictions. In the introduction, the teacher draws attention to aspects of words that offer students ways to learn how words work, for example, by point out first letters, plurals, word endings, consonant clusters, vowel pairs, or syllables.

Words/Text Layout: New or important words: lawyer (first seen on p. 5) judge (p.18-19) checkbook (p. 18) slavery (p. 36)

(Fountas & Pinnell, 2009)

Unusual aspect of text layout: several terms about government and law in the text, as well as some historical features and facts. Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy: connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance Readers use text features to help them understand nonfiction. From the pictures, how is life now the same or different from what it was back in Abe Lincoln's time? During Reading Activity: Student will silently read the text. I will give Arwin the choice to read silently or to whisper read the book. I will also have him use post-its to mark evidence of support for his predictions, maybe really cool new words he wants to learn, text to self connections or other connections, etc. I will ask him several comprehension questions throughout the reading. -What are some questions you have from reading the book? -What is something new you learned about Abraham Lincoln's life? Post-Reading Activity: -Discuss the story, re-read orally certain parts for clarification. - Share favorite parts of story -Clarify confusion, revisiting parts of the text that posed problems for readers -Acknowledge partially correct responses, seeking to understand students perspectives. Comprehension Questions: What is the main idea of the text? Can you give me some similarities and differences Rationale/Purpose: It is important to strengthen comprehension skills and provide praise for strategies used by students during the reading. Rationale/Purpose: Students need to read independently. As students read, the teacher should monitor student decoding and comprehension. Teachers makes observational notes about the strategy use of individual readers and may also take a short running record of the child's reading.

between how government worked then, and how it works now? Teaching point: Looking at the pictures, what are some things about life during that time period that are different from nowadays? WRITING (10 min.): First we will brainstorm using this prompt as the main idea. We will go back and look at the postits that we used during reading. This new vocab may make his writing more descriptive. Rationale/Purpose: This writing activity further extends the Guided reading activities making the learning experience richer. CCSS: CCSS.ELA-Literacy.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Prompt: Imagine you are Abraham Lincoln's hat. Write down the things you saw from traveling with Abraham Lincoln (examples- working in a courthouse, running for president, being president).

WORD STUDY (10 min.): Arwin will do an interactive word sort from http://www.eduplace.com/kids/sv/books/content/w ordsort/?g=4#grade4

Rationale/Purpose: Teachers have students do word work that helps students attend to meaningful word parts and word meanings (affixes, base words, root words, homophones, syn- onyms, and antonyms). www.scholastic.com/guidedreading CCSS: CCSS.ELA-Literacy.L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Toward the end of our lessons Arwin starts to fade in and out of attentiveness. He always perks up when he gets to use my computer or iPad. This is why I am choosing to use an interactive word sort as opposed to using one from Words Their Way. BOOK SHARING (5 min.): Selection: Selection: Slam Dunk Shoes by Jake Maddox Ch. 4

Rationale/Purpose: Book sharing is a great way to read just for the sake of reading. Teacher should choose books that are within student interests and on their reading level. Teachers should not test students on these books. www.scholastic.com/guidedreading