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Educational Portfolio


                                  Admission to Teacher Education

Admission to Student Teaching

Professional Program Exit

                    

 

Corrective Reading Lesson

Grade: 5th                               

Lesson Plan for Reading:  Focus on Reading Comprehension and Vocabulary Development.

 Purpose:    The student must be able to identify with the characters, state the story problem, and the solution to the problem in order to fully comprehend the story. 

PUC Standard(s): CK 1, Performance c—designs lessons that facilitate student learning and application of key concepts, skills, and attitudes associated with the content field.

 Indiana Language Arts Standards:

 Teacher:  Standard #1—Performance 1—relate research to practice in helping students develop their language abilities.

 Student:  Standard #3—Identify the main problem or conflict of the plot and explain how it is resolved.

 Note adaptation for special needs students:  “Meet Samantha—An American Girl” GR Level: Q,  “Chrysanthemum” GR Level: P, “Sideways Stories from Wayside School” GR Level O —Instructional Level:  4th Grade

 Materials:  Books--“Meet Samantha- An American Girl” by Susan S. Adler, “Chrysanthemum” by Kevin Henkes, “Sideways Stories from Wayside School” by Louis Sachar, Story Map, Writing Task

                                                            Beginning Time:  9:30 a.m.

Procedure:  The student will read and understand the story line (story sequence and theme), be able to state the problem, and the resolution to the problem.

 Introduction:  The tutee will read chapter 5 from the book, “Meet Samantha- An American Girl”.  The tutor will ask the tutee to describe the events in the book thus far, so that the student can understand the importance of putting all the pieces together.  The tutor will focus on any unfamiliar words (Monday).  The tutee will re-read the important parts of the story “Chrysanthemum” by using the questions from the comprehension checklist and then complete the writing task (Wednesday).

 During the lesson:  The tutor and tutee will complete a DRTA with the book, “Chrysanthemum”.  The tutor will introduce the book before reading.  Then the tutor will ask the tutee to make a prediction about what she thinks the book is about.  The tutee will read the beginning of the story and the teacher will ask specific questions.  The tutor will stop at key points and address the questions.  The tutee will reflect on the story, discuss her feelings about it, and reflect on her predictions by completing the worksheet (included with the lesson plan).  (Monday).  The tutee will chose a chapter to read in the book, “Sideways Stories from Wayside School”.  During the reading, the student will refer back to her comprehension checklist and check the box when she is able to discuss each task (setting, characters, problem, solution, etc.).  After the reading we will discuss each task she checked in order to see if she really can discuss it.  Also, we will discuss any box she may not have checked (Wednesday).

 Closure:    The tutee will complete this sentence:  I think I am a better reader because… (Monday).  The student will complete the story map. (Wednesday).

 Extension:    The tutor and tutee will complete another DRTA with a new text (Monday).  The student will use the story map to write a short paragraph about the book (Wednesday).

 Assessment used to evaluate student learning:  Specific questions during the introduction such as what was the problem and how was it resolved was used as an informal assessment to see if the student was able to comprehend what was happening in the text.  The DRTA worksheet will be used as a formal assessment to see if the student is able to make accurate predictions about the text she is reading.  A rubric would be created to score how well the student completed the task (Monday).  There are two formal assessments in this lesson.  The first would be the writing task.  This could be evaluated to see how well the student is able to write the story problem and resolution, how she is using writing conventions such as punctuation, capital letters, etc., and if what she is writing matches what she is saying.  The second assessment would be the story map.  A rubric would be created to see if she really comprehended the story problem and resolution, as well as understanding the events, characters, and setting (Wednesday).

Ending Time:  10:30 a.m.

 Questions asked by Tutor

Before Reading: 

q       The teacher will discuss a situation similar to Chrysanthemum’s and ask the student if she has ever had a similar experience.

q       The teacher will show the student the cover of the book and ask

o       What do you think a story with a title like this might be about?

o       What do you think might happen in this story?

o       Does the picture give you any ideas about what might happen in this story? 

During Reading:

q       The tutee will read the beginning of the story

q       The teacher asks:

o       What do you think now?

o       What do you think will happen next?

o       What would happen if…?

o       Why do you think that idea is a good one?

q       The teacher will stop at key points and address these questions again.

 After Reading:

q       The tutee will reflect on her predictions.

q       The tutee will express her feelings about what she read making a connection to her own life.

q       The teacher will ask these questions to help the tutee think about their predictions

o       What predictions did you make?

o       What in the story made you think of that prediction?

o       What in the story supports that idea?