Reading Lesson Plan # 2
Context
Clues
Rationale: All
of the students have trouble reading words within context. When a running record was conducted (by my
MT) with a reading passage: Jordon and Maggie scored 88% with word reading
accuracy, and Lindsey scored 79% with word reading accuracy.
Objective
for this lesson: The learner will discuss words in context while reading Zoomer’s Summer Snowstorm by giving 1
possible name for a covered up word and explaining that word choice with
either pictures or surrounding words.
Materials
& supplies needed: Zoomer’s
Summer Snowstorm book and post-its
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• Introduction to the lesson
1. “When
you are reading, do you ever get stuck on a word that you don’t know how to
read? Well, today, we are going to
talk about a strategy that you can each use to help you become expert
readers!”
2. “This
strategy is called using context clues.
Can everyone say, ‘context clues’?
Context means the words and pictures in a story. If you come across a word you do not know,
when reading, you can use the other words or pictures on the page to help you
figure out what the word is. This
strategy is important for you to know because it can help you read words that
you do not know while you are reading.”
3. “Today,
I am going to read you a really funny story.
When I am reading this book, there are going to be some words covered
up. This means you each get to be a
reading detective to figure out what the covered up words are.”
(2
minutes)
• OUTLINE of key events during the lesson
1. “Before
we read the story, I am going to talk to you about context clues. This reading strategy is when you use the
words or pictures by a word to help you read that word. When you are reading, if you do not know
how to read a word, you can try using context clues to help you read the
word. You can look at the words around
the word that you do know how to read to help you figure out what the word
is. Or, you can look at the pictures
on that page to help you figure out what the word is. While we’re reading this book, you can get
some experience with using context clues to help you figure out what a word
is.”
2. “When
I am reading the story, your voices should be at zero, your eyes should be on
the book, and you should be listening to what I am reading.”
3. “In
the book, I covered up some words.
When I come across a green post-it, I am going to stop reading and you
will become word detectives. Only the
first sound of the hidden words is showing.
When we get to a word that is hiding, I am going to call on each of
you to make a guess as to what the word is and why you think it is that word. If it is not your turn to speak, your voice
should be at zero, your eyes should be on the speaker, and you should be
listening to their ideas. Are there
any questions?”
4. Read
the book
(10
minutes)
•
Closing summary for the lesson
1.
“You were all hard-working word
detectives! You each used words or
pictures around a hiding word to help you guess what the word is.”
2.
“When you were using context clues,
was it easier to use pictures or words to help you read the hidden word and
why?”
3.
Allow each student to share their
thoughts with the group
4.
“So, when you are reading in the
future, how might you use context clues to help you read a word you do not
know how to read?”
5.
Allow each student to share their
thoughts with the group
(5
minutes)
Ongoing-Assessment: I
will know the students are progressing toward my objective by observing how
they guess what a hidden word is. I
will be listening for them to defend their choice by using either surrounding
words or pictures on the page. I will
observe which type of context each student uses the most in their word
choices (either pictures or surrounding words). For the context that each student uses the
least, I would focus future instruction on developing skills at using this
type of context in reading with context clues.
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Adaptations:
Based on what you know about your focus students, what Academic, Social
and/or Linguistic Support will be needed during the lesson?
Students
will be given simple rules, I will remind them of the rules while reading (if
necessary), students are given clear behavior expectations, and reading the
book will be engaging because they have to be word detectives
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Thursday, April 11, 2013
Shaler Lesson Plan 2
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