Project Title: Reading for Details Lesson Title: Animals and Stars Curriculum Area (s): Language Grade

Level: 1-2 Estimated Time Required: 30 min Instructional Groupings: Individual and/or partner work. Small groups at desk Standards:
Key Ideas and Details (RI.1.1, RI.1.2, RI.2.1, RI.2.2) -Ask and answer questions about key details in a text. -Identify the main topic and retell key details of a text. -Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. -Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text Integration of Knowledge and Ideas (RI.1.7, RI.2.7) -Use the illustrations and details in a text to describe its key ideas. -Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text

Materials: Animal Homes reading passage Reading for Details who/what/where/when/why cards Our Closest Star reading passage Star questions Highlighters, pens, scissors, note taking tools Overview: Help them pick out the most important details from a passage What will I differentiate? The learning environments and preferences will be differentiated for the following students as needed: Beth (dyslexia and language processing): The way the material is presented can be differentiated for Beth. She can have extra time to comprehend the material as well as do the work in a different format. Mike (ADHD): Mike will have the opportunity to move around and make the learning hands on. He can have a spot around the room to quietly remove

himself from any situation necessary without distracting the rest of the class. Sid (legally blind): Sid will be given the material in an alternate format. AAC devices or partner activities can assist with this. Things in the passage may need alternate descriptions if the ones given are strictly visual. Why will I differentiate? I will differentiate for Beth because we are not testing her reading ability here, but her ability to get the big idea and details from a text. Expecting her to do both is irrelevant to the standards of this lesson she will perform poorly on this standard as a result of her disability without accommodations. Sid would have the same difficulty because he cannot physically read the story. He also may have a disadvantage to some of the text if it is described visually, this may not allow him to grasp the concepts. Alternate descriptions should be given. Allowing them to use other methods to learn the material will give them an equal opportunity to learn the lesson. Mike may need the differentiation because sitting in one spot and focusing may prove to be difficult for him. Giving him space to move about and a creative output for his behavior will give him an appropriate path to show the positives that come with ADHD. How will I differentiate? For readiness, interest, learning preference(s), affect/learning environment combination. How can I use assistive technology to support my students? Beth: can have it explained or read aloud, can work with a partner as a peer tutor, look at pictures/real objects or watch a movie of the story, AAC device of text to speech or any device to further comprehension. Mike: Hands on and creative approaches to keep him interested, such as doing a skit to express the main details of the story. Will have access to a separate area in the room if he needs to get up and move around. Partner/group work will help him as well. Sid: will use auditory techniques to hear story such as a text to speech program or peer reading it to him. Can verbally respond to questions but should be given adequate time to develop response without being put on the spot. If knows braille, may read/write in it. As a result of this lesson/unit students will What is the goal? Meet core objectives to identify and retell the main ideas of a story (who, what, when, where, why, how). Also use images to clarify or enhance

learning. Understand Understand how to pull out details from a text and gather a main idea. Understand basic questions that go along with stories and know what appropriate answers are. Know The difference in who, what, where, when, why, how. Know how to use a picture to clarify a story. Know enough details from a story to summarize. Do (Skills)
Answer 4-5 questions per text

Pre Assessment Can read a story and ask what happened, gauge interest in the activity and what kind of details they pick up on their own. Figure out what they think is the important parts of the story. What is the emotional hook? Tell them they can be detectives while reading to find important details and discover the big ideas. Read an interesting story where details matter and get their attention. They will see how details and description are imperative. Steps in the Lesson Give them passage Animal Homes to read individually or with a partner. Also give the Reading for Details Graphic Organizer to fill out while they read, or have highlighters available to highlight what they think is important details and fill out the organizer after. Walk through the passage, pointing out how the images offer details and can help explain the words. Can use a Smartboard to but this up on a screen for the class to look at with me. Student engagement: ask for volunteers to point out where they found the answers in the text or how the images helped them discover the answer. Closure Activity/Wrap up: Review after the activity, and sum up the story with evidence from the text. What did they learn? What do they want to know more about? Did they make any connections? The students the lesson is differentiated for can

easily participate in this wrap up activity after their accommodations are met. Post Assessment: For continued growth, provide extra materials in the class for the students to look at and answer interesting questions to monitor their learning. This lesson is important to all further lessons, so in any subject and reading I will be able to see if they are picking up on the details and learning the material as they should be. For next time, remember that all students do not learn in the same way and make sure there are multiple modes of assessment and give the kids opportunities to learn in more than one way.