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    Lesson 1

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    api-319996513
    This lesson focuses on teaching students reading comprehension strategies like using background knowledge, determining main ideas and key events, and writing summaries. The teacher models different strategies like previewing text, creating vocabulary maps, and putting events in order. Students practice these strategies by reading the story "Hide and Seek", completing vocabulary and comprehension activities, and writing a summary. Formative and summative assessments show that students understood the story, but some need more work on fluency, pronunciation and the writing process. The teacher reflects that guided reading groups were helpful for discussion, but will spend more time on fluency and writing skills.

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    Lesson 1

    Uploaded by

    api-319996513
    41 views3 pages
    This lesson focuses on teaching students reading comprehension strategies like using background knowledge, determining main ideas and key events, and writing summaries. The teacher models different strategies like previewing text, creating vocabulary maps, and putting events in order. Students practice these strategies by reading the story "Hide and Seek", completing vocabulary and comprehension activities, and writing a summary. Formative and summative assessments show that students understood the story, but some need more work on fluency, pronunciation and the writing process. The teacher reflects that guided reading groups were helpful for discussion, but will spend more time on fluency and writing skills.

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    lesson 1

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    This lesson focuses on teaching students reading comprehension strategies like using background knowledge, determining main ideas and key events, and writing summaries. The teacher models different strategies like previewing text, creating vocabulary maps, and putting events in order. Students practice these strategies by reading the story "Hide and Seek", completing vocabulary and comprehension activities, and writing a summary. Formative and summative assessments show that students understood the story, but some need more work on fluency, pronunciation and the writing process. The teacher reflects that guided reading groups were helpful for discussion, but will spend more time on fluency and writing skills.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    41 views3 pages

    Lesson 1

    Uploaded by

    api-319996513
    This lesson focuses on teaching students reading comprehension strategies like using background knowledge, determining main ideas and key events, and writing summaries. The teacher models different strategies like previewing text, creating vocabulary maps, and putting events in order. Students practice these strategies by reading the story "Hide and Seek", completing vocabulary and comprehension activities, and writing a summary. Formative and summative assessments show that students understood the story, but some need more work on fluency, pronunciation and the writing process. The teacher reflects that guided reading groups were helpful for discussion, but will spend more time on fluency and writing skills.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Lesson 1:

    Strategy Focus: Background Knowledge, Vocabulary, Preview, Ordering Events, Main


    idea, Details, and Writing a Summary
    Common Core State Standards:
    Reading Standards for Literature Grade 9-10
    CCSS 2: Determine a theme or central idea of a text and analyze in detail its
    development over the course of the text, including how it emerges and is shaped and
    refined by specific details; provide an objective summary of the text.
    Writing Standards Grade 9-10
    CCSS 4: Produce clear and coherent writing in which the development, organization, and
    style are appropriate to task, purpose, and audience.
    Speaking and Listening Standards Grade 9-10
    CCSS 1: Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and
    issues, building on others ideas and expressing their own clearly and persuasively.
    CCSS 2: Adapt speech to a variety of contexts and tasks, demonstrating command of
    formal English when indicated or appropriate.
    Language Standards Grade 9-10
    CCSS 1: Demonstrate command of the conventions of standard English grammar and
    usage when writing or speaking.
    CCSS 2: Demonstrate command of the conventions of standard English capitalization,
    punctuation, and spelling when writing.
    CCSS 3: Apply knowledge of language to understand how language functions in
    different contexts, to make effective choices for meaning or style, and to comprehend
    more fully when reading or listening.
    CCSS 4: Determine or clarify the meaning of unknown and multiple-meaning words and
    phrases based on grades 910 reading and content, choosing flexibly from a range of
    strategies.
    CCSS 6: Acquire and use accurately general academic and domain-specific words and
    phrases, sufficient for reading, writing, speaking, and listening at the college and career
    readiness level; demonstrate independence in gathering vocabulary knowledge when
    considering a word or phrase important to comprehension or expression.

    Student Learning Objective


    I can read and comprehend text in English.
    I can determine the main idea and important events of a story.
    I can write a summary using the writing process.
    I can clarify the meaning of unknown English vocabulary and use the words in my
    writing.

    Materials
    Hide and Seek by Susan Rose Simms (Lexile Level 40L)
    Vocabulary Collector
    Put the Events in Order (From the Emerge Teachers Guide)
    Comprehension Quiz
    Writing a Summary Graphic Organizer
    Summary Rubric
    Document camera and projector

    Lesson Description (Reading Period)


    Warm Up Tell the students that we will be reading a book about bad weather.
    Discussing their background knowledge or previous experiences with bad weather
    will help them understand the book while reading. Display the word tornado on
    the board. Have students work with a partner to determine the meaning of the
    word, and make a list of other weather words, phrases, illustrations, or definitions.
    Students will put each word, phrase, illustration, or definition on individual
    notecards. Partners share their knowledge and experiences of tornados and other
    weather events, and then have a class discussion. Create a semantic map on chart
    paper with the word tornado in the middle. Students take turns tapeing their
    notecards to the chart paper creating a class semantic map. When the chart is
    complete write Vocabulary Semantic Map at the top. Explain that Vocabulary
    Semantic Maps help you understand and recall new words in the text, so that you
    can use the new words in the future in their writing and when talking.
    Modeling Tell the students another way to help understand text is to preview it
    first. Display the text on the whiteboard using the document camera and
    projector, while students follow along using their personal copies of the text.
    Preview the text, looking at the title, pictures, and new vocabulary words.
    Discuss observations, and relate the characters tornado experience to the
    students own weather experiences. Read Hide and Seek by Susan Rose Simms
    aloud to the class.
    Guided Practice Display the vocabulary collector on the whiteboard using the
    document camera and projector, and give students their own copies. Model how
    to find the vocabulary words in the text to determine meaning. Show students
    how to create a semantic map for the first word by doing it together as a class.
    Students continue working on vocabulary words, while the teacher works with
    small guided reading groups to practice reading the text for fluency,
    pronunciation, and to clarify meaning. Also provide groups with support on the
    vocabulary collector. As a whole group review and discuss new vocabulary
    sharing students definitions, synonyms, and illustrations.
    Independent Practice Explain to students that recalling the order of events is
    another way ensure comprehension of the text after reading. Students reread the
    text independently. Then complete Put the Events in Order by numbering the

    sentences to show the order the events happen. Afterward students draw a picture
    to make a prediction and illustrate what they think will happen next in the story.
    Differentiation Guided reading groups allow the teacher to assess student needs
    abilities, and address the individual need of each student.
    Lesson Description (Writing Period)
    Warm Up Read Aloud Hide and Seek by Susan Rose Simms. Explain that
    finding a main idea after reading will help with text comprehension. The main
    idea is one sentences that tells the topic of the text. Students work with a partner
    to write one sentence that tells what the story is about. Pairs share their sentences
    with the class. Choose one sentence to be the main idea sentence. Explain that
    we will use the main idea sentences and add details about the most important
    events in the story to write a summary paragraph about the text.
    Modeling Review the steps of the writing process. Display the Writing a
    Summary Graphic Organizer on the whiteboard using the document camera and
    give students their own copies. As a class complete the graphic organizer, and use
    the class created sentence as the main idea sentence. Explain that this is
    prewriting for their summary.
    Guided Practice Show students how to use the graphic organizer to help write a
    rough draft summary paragraph. Give students time to write their own rough
    drafts. During this time, move around the room and have individual writing
    conferences to support students with writing, revising, and editing.
    Independent Practice Using their corrected rough drafts, students should type
    and publish their summary on Google Classroom.
    Differentiation Individual writing conferences allow the teacher to address the
    individual needs of each students and work with them to improve their writing
    skills.
    Assessment of Student Learning (Did students meet the learning objectives?) Students
    are formatively assessed on their comprehension of the text using observations during
    guided reading groups and summatively using a comprehension quiz. Students are also
    formatively assessed on their writing during conferencing and summatively assessed on
    their final copies of summary writing using a rubric.
    Teacher Reflection (What went well? What Changes should I make?) Students did well
    on their assessments, showing that they comprehended the text after several readings.
    Students were able to identify the main idea of the story easily. Guided reading groups
    were successful at encouraging discussion about the text among small groups of students,
    and clarifying events and concepts. However, more work is needed for fluency and
    pronunciation. More work is also needed for students to understand the writing process.

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