Bailey Lesson Plan 1

Reading Lesson Plan # 1   Rationale: Both of my focus students are a little more advanced than second grade readers.  They enjoy reading books that are at third and fourth grade levels, but sometimes have problems understanding words in the story.  The students need practice with word they have heard and can pronounce, but do not really know the meaning of the word or know a meaning that is not the one in the book. Objective for this lesson: The learner will practice using word-learning strategies while reading the book So You Want to be President in order to help them understand the content of the book better. Materials & supplies needed: Book: So you Want to be President by Judith St. George and illustrated by David Small

Procedures and approximate time allocated for each event    • Introduction to the lesson    1.     “Together we are going to read a book and learn the meaning to some words you may have heard before. We are only going to read half of the book today, but on Monday we will read the other half of the book and do a different activity.” 2.     “Before reading, I would like to know if either of you know or have heard any of these words before: frock coat, trousers, carnation, quipped, adversaries, reunited, and crooked.” 3.     Give them both times to respond about the words in the book from pages 7-21. 4.     “It is great to hear all your wonderful ideas and learn what words you know.”    (5 minutes)    • OUTLINE of key events during the lesson   1.     “Can either of you think of a way to find out what a word means?” 2.     Give them time to respond. 3.     “Great ideas!  You can also look at the words around the word to see if that will help you understand the meaning to the new word.  Like this” (Model a word in the book) 4.     “You could also refer to pictures” (Model: “like for the word ‘trousers’ there is a picture of a man wearing trousers or ‘frock coat’ there is a man wearing one”). 5.     “Or you can analyze word parts) (Model: “like in the word ‘reunited,’ re- means to do again) 6.      “If all of those strategies do not work, you could use a dictionary or thesaurus.” 7.     “Now, I will read the book aloud so you can hear the new words that are used in the book.  I will pause at each word so you can have time to work together to use one of the strategies to find the meaning of the word.  When I read, I expect you both to be quiet and paying attention to when these words come up: frock coat, trousers, carnation, quipped, adversaries, reunited, and crooked.  Then you can have a level one voice to discuss the meaning and ask me any questions.” 8.     Read and give them time to work. Observe their strategies.   (15 minutes)   • Closing summary for the lesson   1.     “Which strategy do you like best and why?” 2.     Give each of them time to explain and discuss the strategies. 3.     “So keep these strategies in mind when you are reading and do not know the meaning of a word.  If one strategy does not work, they you can try another one.”   (5 minutes)   Ongoing-Assessment: I will know the students are progressing toward my objective by watching them work together using the word-learning strategies to find the meaning of words in the book.  They will have time to explain why they agree or disagree with what the other says, so both students are participating.  I will observe which strategies they use often or if they use multiple strategies to find the meaning of a word.

Adaptations: Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson?   I will read the book aloud so they can hear me model word-learning strategies.  I will model each strategy and allow them time to practice each strategy.  They will have the regular class expectations for reading time and I will remind them of the expectations.  If they need help pronouncing words, then I will assist them in order for them to find the meaning of the word.