Bluefield State College

Daily Lesson Plan (Template)

Name: Ashley Folden Date:

03/31/2017

Subject: Reading Topic: Lesson 28

Museums: Worlds of Wonder

Grade: 4th
Length of Lesson: Day 5 2 Hours

Introduction (Essential Question): How do museums teach us about our world?

Standard: Reading, Writing, Speaking and Listening, Language, Science, 21st Century
Learning Skills and Technology Tools
Cluster: Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas,
Research to Build and Present Knowledge, Range of Writing, Comprehension and Collaboration,
Presentation of Knowledge and Ideas, Conventions of Standard English, Vocabulary Acquisition
and Use.
Objective:
Reading
o ELA.4.R.C1.4 refer to details and examples in an informational text when
explaining what the text says explicitly and when drawing inferences.
o ELA.4.R.C2.4 determine the meaning of general academic and domain specific
words and phrases.
o ELA.4.R.C4.2 read and comprehend informational texts.
o ELA.4.R.C7.1 know and apply grade-level phonics and word analysis skills in
decoding words.
o ELA.4.R.C8.1 read with sufficient accuracy and fluency to support comprehension.
Writing
o ELA.4.W.C11.1 conduct short research projects that build knowledge
through investigation.
o ELA.4.W.C.2 recall information from experiences or gather information from
print and digital sources/take notes, categorize information, and provide a list
of sources.
o ELA.4.W.C12.1 write routinely over extended time frames and shorter time
frames.
Speaking and Listening
o ELA.4.SL.C13.1 engage effectively in a group of collaboration discussions
(one-on-one, in groups and teacher-led) with diverse patterns on grade 4
topics and texts, building on others ideas and expressing their own clearly.
o ELA.4.SL.C13.2 paraphrases portions of a text read aloud or information
presented in diverse media and formats.
 o ELA.4.SL.C14.1 report on a topic or text, tell a story, or recount an
experience/speak clearly at an understandable pace.
Language
o ELA.4.L.C15.2 demonstrate command of the conventions of Standard
English capitalization, punctuation and spelling when writing.
o ELA.1.L.C17.1 determine or clarify the meaning of unknown and multiple
meaning words and phrases based on grade 4 reading and content, choosing
flexibly from a range of strategies.
o ELA.4.L.C17.3 acquire and use general academic and domain specific words
and phrases.
Science
o SC.0.4.2.09 listen to and be tolerant of different view and modifying points
by engaging in collaborative activities and modifying ideas when new and
valid information is presented from a variety of resources.
o SC.0.4.3.11 develop respect and responsibility for the environment by
engaging in conversation practices.
Specific Objective: Students will practice weekly reading strategies such as listening and
comprehending to the weekly story, review their understanding of facts and opinions, will
practice spelling words with the final schwa and /r/, will practice making comparisons, and
finally will their writing skills for cursive writing and organization.

Method(s): The lesson will first take place in whole group instruction to target vocabulary
strategies, reading orally and fluently as well as working on comprehension and facts and
opinions, and decoding. Students will also work in small groups to focus on vocabulary
strategies and completing graphic organizers to show understandings facts and opinions.
Students then will work independently to demonstrate their understanding of topics
discussed in whole group instruction and group work by completing the Core Reading
Assessment and Spelling Test for the words of the week.

Materials:
Smart board
Computer
Elmo/Think Pad
Reading books and readers notebooks
Spelling Test handout
Core Reading Assessment Test

Direct Instruction:

Reading- The teacher will give the students the Core Reading Assessment.
Spelling- The teacher will give the test for the twenty spelling words and the five
challenge words. The teacher will use the teachers manual page 131.
English- The teacher will give the students the assessment on sentence fluency on page
367 in their readers notebook. The teacher will use the teachers manual page 133.
Guided Practice:
Reading- The students will be their Core Reading Assessment.
Spelling-The whole group be given their spelling test on their twenty spelling words and
their five challenge words, and they are to write all the words in cursive.

Differentiation: The differentiation for this lesson will be how the students are tested. The
students who are in special education and who receive special accommodations or 504s will
be taken into the hall and given their reading tests in a small group. The students will sit
separately so there will be no cheating, and the students will use clipboards to write and
complete their test. They will have the test read to them orally by the teacher, and will be
given two answers choices by the teacher instead of the four that are listed. The teacher will
give the correct answer and another answer choice. This will be done for all the sections of
the test, even with the grammar and decoding portion. The special education students will
be given the spelling tests with the whole group. The students may ask for anything to be
repeated and read more slowly if need me. Both tests will be given to the special education
teacher for review on what to work on and for the assessment or the grade.

Lesson Closure: The lesson will with the students taking their tests and then completing
their workbook page for a grade.

Independent Practice: The independent practice will consist of the students taking their
Core Reading Assessment and their weekly spelling test. The students will also complete the
workbook page 368 for a grade.
Assessment: The students will be assessed on their Core Reading Assessment, their spelling
test, and the workbook page 368. The students will need to receive a score of 65 or better to
be considered passing or a letter grade of a D for all assignments. The answer keys will be
used to assess the students work, and the students tests will be graded, recorded, and
handed back by the end of the school day as well as recorded into the live grades system for
recording purposes and for the parents view.

Reflection: The lesson or the test taking went well today. The students have improved on
their spelling tests. However, the students still need help when it comes to their reading
assessment. The vocabulary portion of the test went well, which makes me proud because
vocabulary is something I have been stressing. The students still need work with
comprehension. Im hoping to try different strategies and stress to them how important it is
to read every night at home, and to pay attention every day when we go over the story and
the questions discussed in class. I do think that giving the students the comprehension
questions this week on the slips of paper and having the groups answer the questions and
come up and present them, helped a lot of the students. The questions on the papers were
almost the same as the ones on the test just reworded. After reading the test to the students
I take in the hall one even mentioned to me that the comprehension questions sounded
familiar. Which is true due to the slip of paper assignments, and me going over the
questions during the class discussion every day. The part of the reading test that the
students performed the worst in and have struggled with all year is decoding. Which in my
opinion is a hard concept to grasp, and if they havent become proficient in their phonic
and phonemic awareness strategies in the earlier grades, it is more difficult for them now to
decode the words and break them apart for reading and understanding the language.
Within the next couple weeks, I hope to boost their decoding and grammar skills with extra
materials such as handouts that we will do together and that they will do on their own, as
well as other reviews because the skills of decoding and grammar will help them become
more proficient on their testing for both STAR and the state testing. I also hope that the
extra activities and skill sheets will help boost the students who are in special education or
who receive accommodations because I feel they need the extra time and resources that the
reading series does not provide.