Lesson Subject:
Language Arts
Lesson Topic:
Tackling Trouble
Grade Level:
Grades 1-2
Learning Target(s)/Objective(s) for This Lesson:
SWBAT identify hard parts and hard words during independent reading. SWBAT identify a hard part in their independent reading book to get help with during partner reading time.
Lesson Plan:
|
Connection: (activate prior knowledge and focus student attention on the lesson)
we spent 6 whole weeks working on...
growing good reading habits and setting goals
To get ready to learn about our next month of reading. I want you to think of a time something was really hard for you, like Jenny in Patches Lost and Found. Maybe writing was hard for you, like Jenny, maybe you got a new videogame, like X, and at first it was hard.
[solicit answers or turn and talk if desired/appropriate for your students]
Today I’m going to teach you...
That careful readers notice hard parts and hard words in their reading and 1 strategy is to mark that hard part with a post-it so you can ask your reading partner about it during partner time.
because...we have to notice when we’re stuck to help ourselves get unstuck or to ask our reading buddy for help
|
|
Teach: (demonstrate the teaching points as if you were working independently)
Let me show you how I...read something and notice that it’s a hard part and mark it with a post-it so I can talk to someone about it.
Hmmm...I’m thinking...I don’t know if I understand how reading and thinking strategies are different. I’m going to mark this with a post-it.
Did you see how I...I noticed my hard part and marked it with a posti-it.
|
|
Active Engagement: (coach and assess students during this time)
Now you are going to have a try...with your just –right book.
Readers, let’s all come back together...
|
|
Link: (review and clarify key points, globalizing their utility from the now to the future)
Today and everyday when you are reading, you should notice the tricky parts in your reading and keep track of it so you can get help with it.
|
|
Share:
[Choose students in share their work; or share work observed; or ask 'what did you do to be an independent reader at hard parts today?'
|
Class Time Needed:
Under 30 minutes
Important Change to Share
For today's share you can do a normal share routine, but add one thing.
Create a list of words that are tricky for your students. You will use this over the next few days to show how the word attack strategies you teach can help with reading the very words that are causing your readers a challenge. This can be done a number of ways:
1) collect student post-its and make into a list on a page to use in the next day's session
2) allow students to write their words on the chart during workshop (this is a good option if you don't mind charts in your learners' handwriting and are okay with learners moving around and out of their seats during their independent reading workshop time)
3) write down words students mention at share with their post-it noted up books and post-its (this will give the chart your neat handwriting and keep kids in their seats at reading time)
I forgot to do this and so I just gathered the info at a later session. This is invaluable data on your learners so I recommend they put their names on their post-its to save with your conferring notes on the learner or for the unit about the whole class to help you plan mini-lessons and small group work.