Hannah Lesson Plan 2

Reading Lesson Plan # 2 Rationale: The focus students for this lesson have been assessed by my mentor teacher as not being able to demonstrate a one-to-one correspondence while reading.  Through monitoring other reading mini-lessons with the students my mentor teacher has seen that students cannot point to each word as the teacher reads aloud. Objective for this lesson: Students will demonstrate one-to-one correspondence throughout multiple activities.  Students will point at each word as the read sentences formed with note cards, different colored words, and text in Where the Wild Things Are by Maurice Sendak. Materials & supplies needed: Word Cards, Copies of Sentences, Multiple copies of Where the Wild Things Are by Maurice Sendak

Procedures and approximate time allocated for each event  Introduction to the lesson  (5 minutes)  “Today we are going to practice picking out words in a story.  Do you remember what you learned a word is?  Right a word is made up of letters and different words make sentences.  Words are separated by spaces.  Being able to recognize the words in a sentence helps us read stories.  We can practice finding words by using our two pointer fingers to make a small picture frame around the word.  Find a space on your page in the book and put your finger on it.  Then find the next space and put your other finger on it.  In between your fingers is a word.  Can you find another word and put it in a picture frame?  Good job finding another word.  We are going to play lots of different games to find words in the book Where the Wild Things Are.”  OUTLINE of key events during the lesson (10 minutes) “First we are going to find all of the words in the title of our book, Where the Wild Things Are.  The title is on the front cover of the book but I also wrote it out for you on these pieces of paper.  Each piece of paper has a word of our title on it.  Let’s put the words in order, we can look at the front cover for help.  What word comes first? Then which word?...What is the last word of our sentence?  Good job we put all five words of the title in order.  Now we are going to read our title.  As we say each word I want you to push the piece of paper with that word on it up with your finger, like this.  Next we are going to start to read our book.  I wrote the sentence on first page out for each of you.  Every word is in a different color.  As we read the sentence we are going to point at each word.  Lets read and point together.  Good job, lets practice that again.  Now we are going to read the rest of our book and point at each word as we read it.” Closing summary for the lesson (5 minutes) “We played a lot of different games to help us pick out words in our story Where the Wild Things Are.  What was your favorite game we played?  Can you show me a word by creating a picture frame with your fingers?  You can use a finger picture frame to find the different words in any book you read.  Remember letters make up words and words create sentences.  Being able to find words helps us learn to read and learn new words. Ongoing-Assessment:  I will observe students as they manipulate the word cards, point at the multiple color words, and the words in the text as we read.  I will use these three types of student products to know whether or not students are progressing toward my identified objective.

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 give clear expectations and directions and repeat them if necessary.  I will read the book along with the students as they demonstrate one-to-one correspondence.  I will model the strategy and provide multiple representations of sentences, through separate word cards that form a sentence, different colored words that form a sentence, and a text sentence directly from the book.  I will stop students and go over the words that cause confusion.