NAME__TERESA DHONDT___ DATE___7/3/13________ NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT

Lesson Topic: Literacy fluency and comprehension of reading. Lesson Rationale: Reading and writing fluency is essential for comprehension and to make connection,
opinions, or decisions. Students will need to learn additional strategies to develop the skills to aid in fluency which includes chunking sentences and learning how to make meaning from words and phrases within a sentence.

Description of Classroom:
3rd grade 22 students (10 boys, 12 girls), five of these are ELL and two are resource (special needs developmentally delayed)

Student Background:
The students have previously written entries in learning journals, personal dictionaries, or short summaries but those have not followed a specific structure. Students have been working on reading fluency and utilizing some previously learned strategies.

Nevada Standards/CCSS: CCSS ELA Standards

Literacy.RL.3.7 Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). Literacy.RF.3.4 Read with sufficient accuracy and fluency to support comprehension. Literacy.L.3.4 Determine or clarify the meaning of unknown and multiple meaning word and phrases based on grade 3 reading and content, choosing flexibility from a range of strategies. Literacy.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly.

Language Objective(s):
The student will verbally explain his/her interpretation of the text following a picture walk preview. The student will listen to reading fluency of the text reading via partner reading. The student will read the text to increase fluency and comprehension using strategies as necessary. The student will write (with assistance as needed) a summary of personal opinion of the text reading.

Content Objective(s):
The student will be able to use illustrations to aid in comprehension and support meaning. The student will be able to read with fluency to create comprehension from the text. The student will be able to determine the meaning of words and phrases using other words and sentences of the text as clues and rereading as necessary.

The student will be able to engage in collaboration and discussion with classmates in group settings to discuss the text reading, projects, or other subject content material. The student will be able to produce a written personal opinion summary of the text that reflects understanding of writing process, conventions, grammar, and sentence fluency.

Key Vocabulary:
Lesson/story vocabulary: Borrowed to receive or use something on loan with promise or understanding to return the same or similar item. Bulging to cause to curve outward or swell; increase in number or quantity Librarian a person who is responsible for a collection of materials, books, media; specialist in library work. Shelves (plural) thin slab of wood, metal fixed to wall or frame to support ojects. Bathtub a tub or container that holds water for bathing in. Birthday the day a person celebrates his or her date of birth. Content vocabulary: compound word - created when two words are joined together.

Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Process Listening Speaking Reading Writing Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement Assessment Individual Group Written Oral Grouping Options Whole Class Small groups Partners Independent

Teaching Strategies:
Picture walk Chunk It Personal dictionary Numbered Heads Together Talking Chips Small group instruction

Lesson Sequence: DAY 1

1. Gather students in a circle on the floor (or designated floor area). Introduce the lesson and tell the students the objectives. 2. Students remain on the floor. Ask Who likes to read? Who really likes to read? Who really,

really likes to read? in an excited voice. Students can respond with show of hands and replies. 3. Show front cover and read title Too Many Books! to the students. Ask What do you think its about? Continue with picture walk and encourage questions and comments to engage students. Ask the w and h questions What message or idea do you get from the pictures? Who do you think this story is about? Why? Where does all this appear to be happening? How does it look like this story ends? Is there really ever too many books? Students may respond as a group and teacher may randomly select student for their interpretation. Return to seats. 4. Briefly talk about the picture walk (as a strategy), point out how we gathered a lot of information from it, and how it helped us form an opinion of the story. Tell students to get their personal dictionary and pencil out for their vocabulary words. 5. Write lesson vocabulary words on the board and define together as a class. Students will write these words in their personal dictionary and include a definition with an illustration. Provide a picture dictionary for ELL use. Ask students to check the word wall to see if the part or whole of the word is there; if not, write it out and add it. 6. Pair up students and distribute Chunk It activity for the book. Tell them they will use this activity to help improve their reading fluency. Ask a volunteer to remind the class of what fluency is. (Fluency ability to read with ease, smoothness, and accuracy to allow for comprehension of the text). Then ask for volunteer to describe comprehension. (Comprehension understanding what was read; the meaning of the message, text, passage, etc.) Read the directions for the Chunk It activity to the students. They will take turns reading and marking. ELL students should listen to the stronger reader first and make marks as they follow along. Next, the ELL reads to their partner and receives assistance as needed from said partner. Teacher will walk around the room making observations and providing assistance. Teacher will also pause and listen for students reading checking for fluency. Teacher will continue with observations and note taking through all activities of the lesson for the day. 7. Students partner up to read the book, Too Many Books! in a location of their choice in the room (bean bags, corner, under the kidney table, at their desk, etc). They will take turns reading the pages and at about every four pages they will pause for discussion between themselves about the story and illustrations. Allow about 15 mins then return to seats. 8. Students will now get into their assigned groups of four and commence with Talking Chips. Students will use their chip (any small object that represents the student) to secure their turn to discuss the story, illustrations, or share connections and ideas, etc amongst themselves. Limit to two rounds. 9. Wrap up lesson with whole class discussion from the Talking Chips session about the book Too Many Books!. Students return Chunk It pages to teacher. DAY 2 1. Tell students today they will begin working on compound words and then begin their personal writing response to the book Too Many Books! they read previously. 2. Explain compound words to students. Compound words are words that are created when two words are joined together. Open Too Many Books! and flip through to pages to look for

compound words (use an overhead projector if one is available.) Show and tell students (demonstrate on the board) the two words of the compound word and their meaning. Put the words back together and talk about the meaning of the new word. Use it in an example: My bathtub has a leak. This new word is also a noun like bath and tub. Using the Numbered Heads Together strategy, instruct the students to come up with compound words for their group. Remind students to call on their experiences, home life, or look around the room to help think of compound words. Students will brainstorm, think, discuss, and write words down. When called on, the student will orally respond with a compound word, tell why it qualifies as a compound word, what the words mean alone and what the new word means when they are placed together. Write compound word and definition on the board. Student will add the word compound word to their personal dictionary along with meaning and an example: bath + tub = bathtub, lamp + shade = lampshade. ELL students may write the two words in different colors (colored ink or color pencils) or highlight in different colors to have an immediate visual reminder of the two separate words. 3. Students return to partners (same partners as Day 1 or may change), have one retrieve an Ipad for the pair, students go to website & work together (approx. 15 min). Write the website url on the board http://www.englishexercises.org/makeagame/viewgame.asp?id=4606 4. Teacher will form small group with ELLs and work on reading the text Too Many Books! Proceed with QAR strategies On My Own and The Author and Me. Do another picture walk with students and then talk about reading habits starting with a statement such as, I noticed that sometimes when I read I will end up staring off somewhere. Has that ever happened to you? Without realizing it, you were probably thinking about the story, a character, or the event. Whats happening is, you are going over the information in your head and asking yourself questions. At the end of the book or a page, I will wait a second before continuing on to reflect on what I read. I think about what the authors message was and what the story or information might mean to me such as: Has this happened to me or someone I know, Is my experience as bad or as good as the characters, and I remember this from The teacher will read aloud a page or two and then model questioning. Continue reading the text and ask students to think about the story and what questions or ideas they may have. They will write or draw these on paper. When finished, ask the students to share their responses and why these were important to them as they read. Students will apply what they learned of this questioning strategy with another text from the literacy center during center time. They will partner up and read aloud to one another and write their questions for discussion. They will take turns during the reading so that both have the opportunity to read and to write. Students should continue thinking about the small group text, connections to self, and authors message as they transition to writing the personal summary. The ideas and discussion generated can be used in the writing.

5. Writing: Distribute Writing Rubric to each student and explain the assignment and write on the board requirements for the summary: three to four sentences per paragraph, at least three paragraphs (introduction, body, and closure), sentence fluency, proof-read and check for spelling errors, punctuation and grammar. Go over each category of the rubric with the students and clearly explain each one and provide samples. Use the word wall, dictionary (school and personal) and grammar posters around the room for help. Student will write a personal opinion of the story, identify experiences or connections of how it relates to them, 6. Pair students. Distribute Writing Process list and The Five Steps of Writing checklist to each student. Teacher begins by briefly explaining & reviewing the writing process: prewriting, drafting, editing, revising, and publishing. Students will make extended notes on the Writing Process list of the description of each component as teacher describes them. Students are to check off items of the Five Steps as they encounter that step. Prewriting: Teacher demonstrates thinking aloud to write opinion summary of story. As a class, think of and write prompts on the board to help stimulate writing ideas. Use a concept/bubble map to guide the brainstorming (reading, books, favorites, etc). Have students create this on a sheet of paper and keep handy. 7. Continue with brainstorming: Connections to text or self (where you read) or world (people reading at Starbucks/coffee shop). Make the book available for student reference and reflection. Ell students may also refer to notes made during small group time. 8. Wrap up lesson with quick review of compound words and tell again what makes a compound word. Think up a few more examples of compound words with the students. Writing process to continue on Day 3. DAY 3 1. Begin by telling students we will have a read aloud and then continue with the writing process. 2. Gather students to the floor for a read aloud of Meanwhile. When finished, ask questions such as: What does meanwhile mean? What was so special about that word in the book? What style of book was this written as? (comic strip) Did you expect the boy to end up back at home? Why did his attitude change when he returned home? How do you think he felt during all the meanwhiles? 3. Place the book Meanwhile in the literacy center with instructions of reading and then finding all compound words in the book. This is individual work and should be written on paper and turned in. 4. Pair students to resume the writing process. Students will need the writing process list, their brainstorming notes, bubble map and other notes for the writing. Students (and ELLs) are encouraged to work on their own but use one another for support as necessary. Drafting: Teacher tells students that during this section they will begin writing and to get their ideas formed into sentences and paragraphs on paper. Do not worry about getting conventions or grammar correct at this point, the goal is to write. Teacher begins writing on board or overhead to model for students. Teacher writes sentences and refers back to brainstorming notes to keep the thoughts and sentences coming if feeling stuck. Teacher models to show how

the goal is to get words on paper. Remind students there will be opportunity to edit and revise the writing. Allow approx. 30 min. Edit: Teacher distributes the Editing checklist to all students. Explain the checklist to the students and model editing and proofreading the summary written. Show and tell them how to read for fluency, to check that it makes sense and sounds comprehensible. Give examples of adding, replacing, or deleting words. Remind them to check spelling, capitalization, and punctuation. Tell students that they may find themselves going back and forth through the writing process and this is ok. It is acceptable to go back to brainstorming or drafting if they feel they need to do so to produce a better piece of work. Revise: Students exchange papers with their partner. Instruct students on checking and proofreading the partners papers and to use a colored pen or pencil to mark words, sentences, or punctuation that needs attention. Students will return papers to their owner. Students will review the marked areas and make corrections as needed. Assemble small group for ELL and other struggling students to assist with their revisions. Teacher will review the checklist items and take one component at a time with the students as they follow along. Teacher will address students work individually as well in the small group. The remainder of class will work on their revisions. Remind all students to refer to the all the checklists and rubrics as they revise and complete the summary. Remind them the summary will be graded by the rubric. 5. Wrap up todays writing lesson with a class review of the writing process and review of the summary requirements again. Ask students to describe the component as you call them out: prewriting, draft, edit, revise, and publish. Inform students the next lesson will consist of a final chance of revision and then to publish the summary. DAY 4 1. Today will begin with review of the objectives for writing. 2. Teacher will provide approximately 20 minutes for students to do a final revision of their work. They may exchange papers again with classmates for review and feedback. Teacher will call attention to the final component of the writing process: publishing. Students may partner up or work individually. Explain to students that publishing is the last component and is where the student will make a final copy of the summary that is presentable. Show students teachers completed published summary as a sample. Explain that publishing can occur in a variety of formats. A few examples are: class read aloud, class newsletter, bulletin board, in-class writing binder, or personal writing folder. For this summary, the writing will be turned for assessment by the rubric and then returned to student to be placed in their personal writing folder. Publishing: Students will either type and print their summary or re-write in neat and legible handwriting and include an illustration. The illustration will be on a separate paper attached to the summary. Students may quietly visit and share their completed summary with classmates prior to turning in.

3. Students who finish have the choice to read silently at their desk or visit a center until end of literacy session. 4. Teacher will assemble a small group for ELL and other students in need to help work through the last component and review the writing process and strategies. 5. Wrap up todays lesson by collecting all summaries and then review of text vocabulary and compound words from previous lesson day. Inform students they will receive their summaries back in two to three days and will then place them in their personal writing folder.

Accommodations:
Pair ELL student with stronger English speaking student. Highlighting words different colors (compound words exercise). Picture dictionary

Materials and Resources:

Too Many Books! by Feller Bauer Meanwhile by Jules Feiffer Chunk It activity for Too Many Books! Dry erase markers & erasers/napkins for cleaning Chunk It activity Compound words - http://www.englishexercises.org/makeagame/viewgame.asp?id=4606 Ipads (11 - one for each pair of students) Writing Process checklist, The Five Steps, and Editing checklist (one each per student - 22)

Review/Assessment:
Teacher will formatively assess students comprehension of story by asking questions before, during and after the reading of Too Many Books and Meanwhile. Teacher will formatively assess by listening observations and an anecdotal note of students reading for fluency during Chunk It. Teacher will formatively assess student comprehension during Numbered Heads Together and Talking Chips. Student will have read the story and talk/discuss during the activity. Teacher will summative assess individual writing skills (according to the rubric) by completion of the writing summary. Students will have followed the writing process and used the checklists to guide their work.

Reflection:

Form: 005 JDC 4/22/08

THE FIVE STEPS OF THE WRITING PROCESS

STEP 1: PREWRITING THINK Decide on a topic to write about. Consider who will read or listen to your written work. Brainstorm ideas about the subject. List places where you can research information. Do your research. STEP 2: DRAFTING WRITE Put the information you researched into your own words. Write sentences and paragraphs even if they are not perfect. Read what you have written and judge if it says what you mean. Show it to others and ask for suggestions. STEP 3: REVISING MAKE IT BETTER Read what you have written again. Think about what others said about it. Rearrange words or sentences. Take out or add parts. Replace overused or unclear words. Read your writing aloud to be sure it flows smoothly. STEP 4: PROOFREADING MAKE IT CORRECT Be sure all sentences are complete. Correct spelling, capitalization, and punctuation. Change words that are not used correctly. Have someone check your work. Recopy it correctly and neatly. STEP 5: PUBLISHING SHARE THE FINISHED PRODUCT Read your writing aloud to a group. Create a book of your work. Send a copy to a friend or relative. Put your writing on display. Illustrate, perform, or set your creation to music. Congratulate yourself on a job well done! http://lewis.cpsb.org/faculty_pages/stacey.blanchard/THE%20FIVE%20STEPS%20O F%20THE%20WRITING%20PROCESS.htm