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Date:
Lesson Summary In this lesson plan, students will learn that there are many ways that nonfiction texts
and Focus:
can be hard and they will learn how to tackle the challenging nonfiction texts.
Classroom and Students are paired so that they are grouped with a peer of the same reading level, and
Student their social interaction level is conducive to learning.
Factors/Grouping:
National/State RI.4.4 Determine the meaning of general academic and domain-specific words or
Learning Standards:
phrases in a text relevant to a grade 4 topic or subject area.
RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Specific Learning
Target(s)/Objectives: The objective is that students will be able to read an informational text to deepen their
knowledge while focusing on determining the main ideas and supporting details,
notetaking, using context clues to determine word meanings, fluency and paragraph
writing,
My objective aligns to the learning goal because When students are reading a text it is
important the understand what they are reading and can synthesize or summarize the
text they read while understanding the content. As we move into our second writing
unit, personal and persuasive essays students will begin the writing unit by teaching
students that writers use an essay frame to help structure their writing. At the end of the
unit student will develop a writing piece.
English language learners (ELL): This student will search for a nonfiction, tricky
text on Read Works which is an application on his IPAD. The text will be bale to
be read to him through the application.
Early finishers (those students who finish early and may need additional
resources/support): Those who finish tackling their text early and have
conferenced with me will be able to find a partner to discuss what they noticed
and learned from their text after taking the time to read the text a second time.
English language learners (ELL): This student is high functioning and will be
able to follow along while the lesson is taking place. I will check in with him to
make sure he is caught up. This student will search for a nonfiction, tricky text on
Read Works which is an application on his IPAD. The text will be able to be read
to him through the application.
Early finishers (those students who finish early and may need additional
resources/support): Those who finish tackling their text early and have
conferenced with me will be able to find a partner to discuss what they noticed
and learned from their text after taking the time to read the text a second time.
English language learners (ELL): For this student I will do the same steps for
conferencing but will refer to his text on Read Works that he listened to.
Rationale/Reflection
For example:
.
Visuals- When introducing a part of the nonfiction text, “Why Swim” I will
display it on the smart board while also providing students with a copy. This will
allow students to follow along and observe vocabulary they may not know.
During this lesson I will model how to tackle a nonfiction text and mark it cup,
take notes and decode difficult vocabulary. I will do this on the smart board and
have kids follow along while I think out loud the steps to tackling a hard text.
After the lesson I will conference in small groups checking in with students on
how their independent reading is going in their new text.