LESSON PLAN #6

Tutor: Shawntel Davis Lesson #: 6

Tutee: Arwin Jennings

Grade Level: 4th

Reading Level: M

EVALUATION/REFLECTION FROM LAST LESSON: The Guided reading last session didnt go so well. We were reading The Emperors New Clothes. This book had a lot of new and challenging vocabulary. I thought that if I took it one new word at a time we would be okay. However, he ended missing the meaning of the book. I explained it to him and he understood but not as easily as planned. I think that learning new vocab is important but not at the expense of the meaning of the book. This week I chose to go a completely different route and I chose a nonfiction text about snakes. Arwin has been asking for a book about animals so I think it was time to choose a book that he wanted to read as long as it was at his reading level. Rationale: Every thing that I have planned for GOALS for the session or for the child: today will be working toward our overall goal Talk with Arwin about goals of making our students fluent, confident, and Develop Fluency by reading text excellent readers. multiple times and listening to self Common Core Standard(s): read a text. CCSS.ELA-Literacy.RF.4.4b Read grade-level Work on Comprehension questions prose and poetry orally with accuracy, from guided reading and word study appropriate rate, and expression on successive activities by doing word sorts. readings. Writing activity based on guided reading selection CCSS.ELA-Literacy.RF.4.4c Use context to Book share confirm or self-correct word recognition and understanding, rereading as necessary. FLUENCY/FAMILIAR READING (5 min) Rationale/Purpose(s): Struggling readers need [include selection]: will be using an app called more than just books. They need a structured Timed Reader. We will be starting with level reading program that applies research-based 3, which is intended for third grade. I will also principles to keep them on track and maximize be recording him so he can hear a play back of results. Readers see graphs of their initial coldhis reading. I will read a portion aloud with timing score and then of their final hot-timing expression then I will play his recording. I will score, which shows how much they've improved. ask him about some of the differences he Watching their scores go up motivates readers to notices. Then I will have a quick discussion of keep working. reading with expression.

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: Snakes; Our Amazing World Series by: Kay de Sylvia Level M-Arwins reading level Rationale/Purpose: The purpose of the before Before Reading Activity: (5-7 min) reading step is to set the objective for reading, Summarize plot, Discuss pictures, Unfamiliar analyze new vocabulary, and make predictions. In book language/character names, Draw upon the introduction, the teacher draws attention to students experiences. aspects of words that offer students ways to learn how words work, for example, by point out first New or important words: letters, plurals, word endings, consonant clusters,

Evolved pg.2 Vertebrae pg. 4 Hibernation pg. 6 Molting pg. 7

vowel pairs, or syllables. (Fountas & Pinnell, 2009)

During Reading Activity: Each week Arwin chooses to whisper read the text, so this week this is what I will ask him to do. I will also have him use post-its to mark evidence of support for his predictions. I will also have him write down on the post-its, words that he doesnt know or is unsure of their meaning. He will be reading this book on the iPad. The text in this book is large and easy to read. I will ask him several comprehension questions throughout the reading. - Why do snakes molt? - Why do snakes have disconnected jaws? - How do snakes smell? What do they use to smell? -We have learned about several different kinds of snakes. Can you remember a name/type of a snake that you learned from the reading? 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. Comprhension Questions: -How are snake eggs different from chicken eggs? -Where are the nostrils located on an Anaconda?

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.

Rationale/Purpose: It is important to strengthen comprehension skills and provide praise for strategies used by students during the reading. If you give students praise, they may be more willing to read because they feel more confident.

- How do Boa Constrictors kill their prey?

WRITING (10 min.): We will be adding this to Arwins writing book. We will do a quick brainstorm about snakes before we begin writing and I will share my answers to theses questions with Arwin. Prompt: Write one paragraph about your favorite type of snake, please include three facts that you learned from the text.

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.

WORD STUDY (10 min.): Based on his results from the ESI, Arwin is placed in late within word pattern. So I chose to do a word sort based on page 353 # .40 from Words Their Way. He got a 100% on his word sort last session so he is ready to move on to the next list of words.

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.

BOOK SHARING (5 min.): Selection: Slam Dunk Shoes by Jake Maddox Ch. 6

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