Documente Academic
Documente Profesional
Documente Cultură
Subject:
Reading/Literacy
Date:
April
4th,
2016
Objectives:
Students
will
be
able
to
read
Lions
at
Lunchtime
fluently
and
read
the
words
on
the
page.
Students
will
also
be
able
to
answer
comprehension
questions
about
chapters
8
and
9
that
will
get
them
thinking
about
what
they
are
reading
and
what
they
will
be
reading
the
following
day.
Standards:
Fluency
Standard:
RF.4.4 -Read with sufficient accuracy and fluency to support
comprehension.
a Read onlevel text with purpose and understanding.
b Read onlevel prose and poetry orally with accuracy, appropriate rate, and expression on successive
readings.
c. Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary.
Reading Standard: RL.4.IA.1 -Employ the full range of research-based comprehension strategies,
including making connections, determining importance, questioning, visualizing, making inferences,
summarizing, and monitoring for comprehension.
Purpose:
The
purpose
of
the
lesson
is
to
help
students
with
their
fluency
skills.
It
will
help
the
students
to
think
about
the
words
that
are
on
the
page
and
what
they
should
be
reading.
Because
when
we
read,
we
are
not
just
reading
for
the
sake
of
it,
but
to
work
on
comprehension
and
think
about
what
the
story
is
about
and
how
they
can
apply
it
to
their
lives.
Academic
Language:
The
academic
language
in
this
lesson
is
any
words
that
the
students
may
encounter
in
their
fluency
passage
or
in
the
book
Lions
at
Lunchtime.
Because
each
student
is
different
in
their
knowledge
of
words
and
their
meanings,
the
academic
language
are
the
words
that
students
may
not
know
beforehand.
Materials:
The
materials
for
this
lesson
are
the
fluency
folders
that
the
students
use,
the
book
Lions
at
Lunchtime,
sticky
notes,
and
questions
for
each
chapter
that
the
students
are
reading.
Introduction/Opening:
To
begin
with,
the
students
will
come
in
and
grab
their
fluency
folders.
For
the
first
10
minutes
of
each
reading
group,
the
students
come
in
and
work
on
fluency.
Today,
the
students
will
open
their
folders
and
choose
a
new
passage.
They
will
put
their
name
and
date
on
it
and
then
we
will
do
a
cold
read.
This
is
where
the
students
will
read
out
loud
to
me
for
a
minute.
When
the
time
is
up,
we
will
count
the
number
of
words
that
the
student
read.
We
will
then
chart
it
and
for
the
rest
of
the
10
minutes,
the
students
will
practice
the
passage
they
just
read.
After
the
10
minutes
for
fluency
are
over,
the
students
and
I
will
continue
reading
the
book.
Lesson
Sequence:
The
lesson
sequence
for
this
lesson
is
that
we
will
start
with
10
minutes
of
fluency.
When
those
10
minutes
are
up,
the
students
and
I
will
read
the
Lions
at
Lunchtime
book
together.
After
the
students
have
practiced
their
fluency
passage,
we
will
continue
reading
the
book
where
we
left
off
on
Friday.
We
will
start
by
reading
Chapter
8.
I
will
ask
the
student
if
they
remember
what
happened
in
chapters
6
and
7,
which
were
read
last
week.
The
students
and
I
will
talk
about
what
they
remember.
When
we
have
talked
about
what
happened
in
the
previous
chapters,
we
will
start
to
read
Chapter
8.
The
students
and
I
will
take
turns
reading
the
chapter.
Depending
on
the
students,
there
may
be
some
words
that
they
need
help
with
and
for
that
reason,
I
will
help
them
with
the
words
that
will
trip
them
up.
Throughout
Chapter
8,
I
will
ask
them
some
questions,
which
they
will
write
down
on
sticky
notes.
After
they
have
answered
the
questions,
we
will
talk
about
them
whole
group.
I
want
the
students
working
individually
on
answering
the
questions
first,
so
that
they
have
to
think
about
what
they
know
and
what
they
have
read.
We
will
then
come
together
as
a
whole
group,
so
that
we
can
discuss
those
questions.
This
will
allow
the
students
to
hear
what
their
peers
have
to
say
and
a
different
perspective
with
the
questions.
The
questions
for
chapter
8
are:
Chapter 8: Yum
1. What is Jacks peace offering? (p. 49)
2. Infer: Why do Jack and Annie have to teach the warrior what to do with the sandwich?
3. What adaptation do giraffes have for food obtainment? (p. 55)
4. What problem do Jack and Annie face with the tree house? (p. 55)
5. Text-to-self: How would you solve it?
We
may
not
get
to
all
these
questions,
but
thats
ok
since
we
will
also
be
reading
Chapter
9.
We
will
do
the
exact
same
thing
that
we
did
for
chapter
8,
for
this
chapter
as
well.
The
idea
is
to
get
students
thinking
about
comprehension,
while
also
working
on
their
fluency.
Again,
we
will
work
as
a
whole
group,
answer
questions
individually,
and
then
talk
about
the
questions
as
a
whole
group
again.
The
questions
for
Chapter
9
are:
Chapter 9: Tiptoe
1. What is a group of lions called? (p. 58)
2. When can other animals graze safely near lions? (p. 58)
3. What is Jacks plan? (p. 59)
4. What woke the lions? (p. 60)
5. Why does Jack want to hide under the giraffe? (p. 62)
Closing
of
the
Lesson:
At
the
end
of
the
lesson,
we
will
talk
about
what
they
think
will
happen
in
the
next
chapter
and
think
about
what
we
just
read.
I
want
the
students
to
think
about
what
goes
into
reading.
The
students
will
predict,
so
that
they
can
think
about
what
will
happen
next,
so
they
can
practice
text
structure,
since
that
is
what
they
are
working
on
in
their
general
education
classroom.
Assessing/Checking
for
Understanding:
To
assess
what
the
students
are
learning
throughout
this
book,
the
comprehension
questions
will
allow
me
to
see
if
they
understand
what
they
are
reading.
The
assessment
also
will
be
to
see
how
the
students
are
progressing
with
their
fluency,
so
that
they
are
able
to
read
at
a
better
pace.
Strategies
for
successful
transitions:
This
is
a
relatively
good
group,
so
the
transitions
are
smooth.
For
transitions,
I
just
ask
the
students
to
put
away
their
fluency
folders
and
to
get
ready
for
actually
reading
the
book
that
we
have
been
working
on.
Classroom
behaviors
to
reinforce:
This
is
a
good
group,
so
there
really
arent
any
behaviors
that
need
to
be
reinforced.
If
the
students
do
have
a
good
group,
they
get
the
chance
to
earn
stickers
for
their
chart,
which
if
they
fill
up
a
chart,
they
get
the
chance
to
pick
a
treasure.
There
is
a
girl
in
the
group
that
reads
kind
of
low,
so
because
of
that,
we
are
trying
on
working
to
get
her
to
speak
louder
when
reading
aloud.
Otherwise,
this
group
is
good
and
does
what
they
are
told.