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TEP 161B Winter 2006Teaching and Reflecting on a Reading Comprehension Lesson Sequence:

Lesson Planning for NonfictionRead-Aloud Lesson

Due: March 20, 2006Part One: Select a text related to interests of students or to the content areas you are

studying (“Umbrella Topics” in Math, Science, Social Studies, Literature). Select a nonfiction text reading strategy to teach. Consult grade-level standards and

your cooperating teacher for this selection. Choices include (see Harvey and Goudvis):Activating/building background knowledgeMaking connectionsQuestioningDrawing inferencesVisualizingDetermining important ideasSynthesizing information

Select an instructional activity to teach the reading strategy. Some of the activities described in the Harvey and Goudvis text include:Connecting text to self, text to text, text to worldMarking textOverviewingIdentifying nonfiction features using shared text (big book, overhead)Distilling Important ideas from Interesting DetailsReading and Inferring Answer to a Specific Question

Many additional instructional activities are described in Strategies that Work.Write a brief introduction. Include annotated bibliographic information for the

chosen text(s), what strategy you have chosen and the activity to teach this strategy. Explain the rationale for these choices.

Part Two: Design a sequence of two to three connected, consecutive lessons, using the lesson plan format. Before implementing the lessons in the classroom, be sure that your cooperating teacher and your supervisor have had a chance to review your lessons and give you feedback.

Part Three: Teach your lessons. Reflect daily on each lesson and adjust subsequent lessons based upon your reflection. In your reflection, include assessment evidence that indicates the learning objective was/was not met for that day. This reflective step may be handwritten and informal.

Part Four: Reflect on your lesson sequence. Provide assessment information to indicate the degree to which student achievement matched the learning objective(s). What ideas do you have for lessons to follow, based on this information? Provide rationale.

Lesson Plan

Student Lesson Title Course Date Submitted Date for Implementation

Cooperating Teacher Lesson Area School Site Grade Levels Description of Group Group Size

Goal (Provide the number of the state/ national standard(s) that is the focus of today’s lesson; restate the standard in your own words) Objective (What observable behavior will students demonstrate at the end of this lesson? How will learning be measured?) Formative Assessment (Which oral/ written responses will you observe during the lesson to gauge understanding and adjust the lesson accordingly?) Summative Assessment (What evidence demonstrates students have met the objective?) Materials/preparation (What materials/ preparation will you/ students need during this lesson? How will you introduce/ distribute them? What directions will you give students to help them transition to this instructional setting?) The Lesson (Include steps and the amount of time for each of the following parts of the lesson.) Introduction (In what ways will you elicit prior knowledge/ experience about the concepts and/ or content addressed in today’s lesson? What questions, graphics, charts, text and/ or realia will you use and how will you use it?) Procedure Closure (What prompts will you ask to inform you about how the objective was met? How does this information connect back to the Introduction?) Modifications (How you will adjust/ differentiate your instruction to meet the diverse needs of the students in your group, including SDAIE/ ELD strategies?) Reflection (What evidence informed you about students’ ability to meet this learning objective? How will you adjust subsequent lessons based on this evidence?

Goals

Revisit the types of reading and writing in the elementary language arts classroom

Consider some organizational structures in which to teach reading and writing

Examine the development of young writers

Engage in group work to synthesize the goals of an effective language arts classroom

Organizational Structures• Reading Workshop

* purpose * schedule * mini lessons *

independent * sharing work time * process * Role of T/S

• Writing Workshop

• Literature Circles*choice *temporary groups *different books *schedule

*notes *topics come from students * natural conversations* roles (Discussion Director, Connector, Illustrator)

*teacher as facilitator * observation/self-evaluation *fun, playful*readers share, new groups form

Components of a Balanced Language Arts Program

Reading Writing

Read aloud Writing aloud/

Modeled Writing

Shared Reading Shared and

Interactive Writing

Guided Reading Guided Writing

Independent Reading Independent Writing

Modeled Writing

Lesson Plan

Objective 1.0 Writing Strategies: 1.1 Group related ideas and maintain a

consistent focusGoalGiven a modeled writing mini lesson, students will attend to focus

in their independent writing as measured by completed writing samples.

Formative assessmentSummative assessmentIntroProcedureClosure

Modeled WritingExamples:• Ms. Garcia writes a "morning message" about what will be

happening that day in terms of activities. As she writes, she thinks aloud while correctly writing in front of the students.

• Ms. Washington writes on chart paper a personal experience "Yesterday I went to visit a zoo. I saw two adorable monkeys swing from tree to tree." She models for students one form of topic choice for writing in their journals.

• Mr. Brown models using a paragraph frame on an overhead or chart, to create his own written summary paragraph of a science text selection.

• Mr. Morgan uses a Newsweek essay, “Inside the Classroom” as a patterned essay. He utilizes a “think aloud” as he develops his own essay using key words and the author's structure as a pattern.

Non-examples1. The teacher makes mistakes for students to find

and correct. (i.e., DOL)2. The teacher posts "daily news" on the

chalkboard for students to read as they enter the classroom.

3. A group of students collaborate with the teacher on editing a class story.

4. The teacher presents a writing prompt or topic for students to respond.

5. Students develop and write their own conclusions to a story.

6. Students are required to look up and copy key vocabulary from a text selection.

Steps1. Plan the lesson.

2. Introduction.

3. Write.

4. Reread.

5. Help students connect with presented concepts.

6. Review concepts presented.

7. Connect to classroom contexts.

Stages of Writing Development

• Scribble stage

• Isolated letter stage

• Transitional stage

• Stylized sentence

• Writing stage

Order of Development

1. Cut apart the writing samples.

2. Put them in order by developmental stage.

3. Discuss your reasoning. What is it that each child knows and can do?

1 2

3

4

6

5

…good writing is about telling the truth. We are a species that needs and wants to understand who we are. Sheep lice do not seem to share this longing, which is one reason they write so very little. But we do. We have so much we want to say and figure out.

p. 3, Bird by Bird

Anne Lamont

Group Synthesis

• Sign up for one of seven groups: Chapters 3, 5, 6, or 10 (Graves), K-2 Framework, 3 – 6 Framework, online resources

• Five to seven minute “interactive presentation” (e.g., role play, game show, Q&A sample lesson, poster, PowerPoint presentation w/partner talk, ???) to facilitate note taking of…main points…connections to previous learning…questions and/or controversies

Next Time:Teach the Fundamentals of Writing• Read: Graves: Sign up to read one of the following chapters 7, 12,

13, 14; ELD/ELA “Writing Strategies”, “Writing Applications” and “Written Language and Conventions” standards K-2 and 3-6

• Due: Paragraph/section from children’s literature text (original text or Xeroxed copy) with hard copy of mini-lesson on conventions (see Action 12.8, p. 207)

Read and do: Action 3.5 (write ONLY for 8-10 minutes…HANDWRITTEN

Reading Comprehension Teaching Project

Bibliography

• In the Middle by Nancy Atwell• Writing Workshop: The Essential Guide by

Ralph Fletcher and Joann Portalupi• What a Writer Needs by Ralph Fletcher• Craft Lessons: Teaching Writing K-8 by Ralph

Fletcher and Joann Portalup• Nonfiction Craft Lessons: Teaching Information

Writing K-8 by Joann Portalupi and Ralph Fletcher

• Literature Circles by Harvey Daniels• Conversations by Regie Routman