Daily Lesson Plan Student Name: JenniferDohmen te: Wednesday, February 17%, 2016 Title of Lesson: Text and sad Gunkk anaes L {Feames Tasso 18 Reader's Gail “Total Lesson Time: 75 Minutes Grade(6): 3"! Grade Classroom Subject Area: Reading Learning Goals: Students will be able to understand and comprehend informational texts. Students will be able to ask and answer questions to demonstrate understanding of A Tree ir Growing by using text and graphic features, Curriculum Standard(s): Reading Standards for Literature 10, By the end of the year, students will read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. BL3.19) Reading Standards for Informational ‘Text 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (RI3.1) i : Foundational Skills Fluency 4. Read with sufficient accuracy and fluency to support comprehension. Language Vocabulary Acquistion and Use: 4. Determine or clarify the meaning of unknown and muiiple-meaning word and phrases based on giade 3 reading and content, choosing flexibly from a range of strategies. (L3.4) Speaking and Listening Skills 4, Report on a topic or text, tll a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (SL.3.4) GVCDaily Lesson Phan Page 1 |Learning Objectives and How Assessed: Learning Objective(s) ‘Assessment Plan ‘Student will be able to: 1. Ask and answer questions to demonstrate their understanding of A Tive is Growing. 2. Practice their oral reading fluency by reading aloud selected pages independently. . Formative Assessment- Ask and answer questions to demonstrate understanding by completing Reader's Guide pages in Reader’s Notebook pp. 35-36 with evidence from_A Tre is Growing . Formative Assessment- Read aloud of the selected pages to hear the students? fluency and accusncy. Materials Needed: Computer Teacher manual, pencils Sight words Joumey’s student reader’s handbooks pp. 35-36 Reading: A Tree és Growing online textbook through Think Central The Power of Corn small group book; Find the Evidence packet, and crayons Time | Differentiation (Adaptations for Diverse Learners, ELL, and tum to page 35. They will also get out their Joumey’s book. 3. Read the directions aloud to the students, Complete the first question together by drawing three different leaves and using labels on the diagrams. ‘The caption for the diagram should read “Leaves make food for trees.” 4, Read the second question aloud as a whole group, and the students will complete the response as a class. Encourage complete sentences with capitalization and punctuation, 5._ Students will complete pp. 36 on their own. We Gifted) 1. Review lesson 18 vocabulary words. Have the students repeat the word of our 10 vocabulary | mins words, Whole Group . Students will get out their Reader's Notebook: ‘The pages will be read aloud mins | through our online textbook. ‘This allows the students to hear and follow along with a fluent and accurate reader. Students will be gen theopporaniy to comple the response by writing and discussing their answers. GVCDaily Lesson Plan Page 2‘wilread the questions together and discuss possible responses. The last questions must include leaves, roots, bark, and sap. 6. After students have completed both sides, they will tum it in to the purple “Reading” basket. Transition 7. Dismiss the students to read-to-self around the room. Reading Groups B.B.CJ.P: Read to self Eagle Eyes: Read to self (classroom library) Candies: Read to self Popcorn: Read to self Hersey's: Small group- Miss. Dohmen 1. We will begin with finishing our Reader's Guide, As students are finishing, they will practice their site words and work on their writing. ag! Candies: Vocabulary Popcom: Word work Hersey’s: Mrs, Sirdoreus and Mrs, MeIntrye 2. Each student will bring their Find the Evidence packet and crayons. 3, Begin with a picture walk of The Power of Cor, Students will readin a whisper voice aloud to practice fluency. 4. Then, students will practice their reading skill of answering questions with evidence. ‘Transition 5. Use attention grabber to inform students to clean up and put their supplies away. Students are to return to their desk. Sharing Speech 8. Paige will give her sharing speech, Students will sit quietly at their desk and listen to our speaker. Our speaker may call on 5 friends that have questions. 30 10 This reading group of 4 3“ graders is reading below level and received extra reading support. ‘We ate going to build our fluency by practicing site words, and work on our writing, ‘This reading group of 5 3° graders is reading above level and averages about 150 words per minute. ‘Their reading group instruction is designed to monitor fluency, and be challenged in 3° grade comprehension skills. Students have two options for their sharing speech, There are set expectations for every student, but students are provided the opportunity to use their creativity and take an active role in their speaking skills. Students may have their speech pre-written, GVCDaily Leson Plan Page 3References: Joumey’s NA Grade 3 Reading Curriculum ‘Common Core Standards Reflection on Student Learning: For each lesson in our Joumey’s curriculum, I have students complete the Reader’s Guide, ‘This is an outline of questions that are designed to target the specific skills for the anchor text, This reader's guide was lots of fun for my students, ‘The students were able to answer questions about the text, and also be provided the opportunity to draw pictures, labels, and captions. It allowed my students to express their leaming in a different way. Tam going to continue to use different strategies for my students to use to express their knowledge. Also, made sure to walk around the room to check for misunderstandings or misconceptions. After whole group, I meet with my first reading group of the day. ‘This group is some of my students who receive extra reading support outside of the classroom. Iwas able to review the Reader’s Guide with them including grammar, misspelled words, and checking to see if all the correct content was there, I noticed that one of my students had sentences that did not make sense, We worked together to fix it to forma correct sentence. I also allowed them more time to work on the assignment. My second reading group of the day inckides some of my highest readers. I was able to check in with them on their fluency, and then challenge them with a readi skill of finding evidence to questions from a text. I was very impressed with this group, and thine their personalities are going to mesh well during team work activites, GYCDaily Lesson Plan Page 4oe Lesson 18, Name 2 a Date READER'S NOTEBOOK (ees — Independent Reading A Tree Is Growing 2 Excellent detail! Label a Growing Tree aeron". UY What did you learn about trees? Use the features inA Tree |s Growing to help you draw and label a growing tree. Read pages 94-96. Draw and label three different leaves. Write a caption telling what leaves do for trees. On oak Milt pine Palin YR WY fy OS NOK (a uf \> sy | SI Leaves make 000 for Trees. Read pages 97-99. What is Sap? What is special about some kinds of sap? Use the Captions to find some of this information. Sap is a kad of ‘ulne. 1o teeeSs same, Lap sime//o P12 od othe cs make map) ¢ SVN + Independent Reading 35 Grade 3, Unit 4 hein Ms Hat beh Coney Al is zane