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  • Lesson Artifact 2

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    SW led a 20 minute reading lesson with first grade students focused on comprehension. The objectives were for students to ask and answer questions about an informational text called "Where Do I Live?" and read grade-appropriate texts. During the reading, students were instructed to tap their heads if they heard new information, put their hand on their head for unknown words, and raise the roof if they already knew something. After reading half the book, students would turn to partners to share an unknown word they learned and its meaning. The teacher would assess student comprehension and pull struggling students into small groups to further work on understanding the text and decoding unknown words.

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    SW led a 20 minute reading lesson with first grade students focused on comprehension. The objectives were for students to ask and answer questions about an informational text called "Where Do I Live?" and read grade-appropriate texts. During the reading, students were instructed to tap their heads if they heard new information, put their hand on their head for unknown words, and raise the roof if they already knew something. After reading half the book, students would turn to partners to share an unknown word they learned and its meaning. The teacher would assess student comprehension and pull struggling students into small groups to further work on understanding the text and decoding unknown words.

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    © All Rights Reserved
    Descărcați ca PDF, TXT sau citiți online pe Scribd
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    31 vizualizări2 pagini

    Lesson Artifact 2

    Încărcat de

    api-362823288
    SW led a 20 minute reading lesson with first grade students focused on comprehension. The objectives were for students to ask and answer questions about an informational text called "Where Do I Live?" and read grade-appropriate texts. During the reading, students were instructed to tap their heads if they heard new information, put their hand on their head for unknown words, and raise the roof if they already knew something. After reading half the book, students would turn to partners to share an unknown word they learned and its meaning. The teacher would assess student comprehension and pull struggling students into small groups to further work on understanding the text and decoding unknown words.

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    © All Rights Reserved
    Descărcați ca PDF, TXT sau citiți online pe Scribd
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    din 2

    Wednesday 3/11/2020 

    Reading 
     
    Age Group:​ First 
     
    Domains: ​Cognitive  
     
    Time:​ 20 Minutes 
     
    Purpose: 
    SW demonstrates an understanding of how to ask and answer questions for deeper 
    understanding of texts.  
     
    Objectives:  

    ● CCSS.ELA-LITERACY.R​i.1.4 ​Ask and answer questions to help determine 


    or clarify the meaning of words and phrases in a text. 
    ● CCSS.ELA-LITERACY​.RI.1.10 ​With prompting and support, read 
    informational texts appropriately complex for grade 1. 
    ●  
    Materials: 
    ● Where Do I Live? By Niel Chesanow 
    ● Anchor Chart 
     
    Procedure: 
    1. Intro: ​Introduce learning target and criteria. 
    2. Yesterday we read the book, ​Where Do I live​?  
    3. Today we are going to read it again. Who can tell me why we read books more 
    than one time? Great! 
    4. As I read, you will hear some new information. If you hear something that you 
    didn’t really hear yesterday, I want you to tap your brain just like this! This way I 
    know that you're learning new things! Each time we read the same book, we 
    learn something that we may have skipped over the first time. 
    5. If you hear an unknown word, I want you to put your hand on your head. I will 
    call on you during the reading for the unknown words, and we can add them to 
    our chart.  
    6. If you hear something that you already knew, raise the roof! 
    7. If you want to say the same thing as your classmate, remember to show me, not 
    tell me.  
    8. Lets begin 
    9. Read through the book. 
    10. Answer questions during the reading. 
    11. Call on “hand on the heads” for unknown words to add to the chart.  
    12. At the end of the book, use context clues to define those unknown words. 
    13. Go through half of the book, and continue the other half on thursday.  
     
    Closure​:​ ​ ​Turn and tell your partner one unknown word that you learned today 
    and what it means. 
     
    Assessment:  
    Based on their participation during the reading, I will gain a better understanding of 
    who needs more support in comprehension. Based on this, I will pull into small groups 
    and work explicitly on Where Do I Live? Decoding the unknown words.  
     
    Suggested modifications and extensions: 
    For modification, pull those who struggle with comprehension into a small group. Go 
    over the illustrations and text. Teach explicitly the key details and point out the unknown 
    words.  
     
    Comments: 
     
     
     
     
     
     
     
     
     
     
     
    Supervising Teacher’s Signature Date 
     
    March 9, 2020

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