Integrating Writing
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coe-lesson-plan-template11.docx
GCU College of Education
LESSON PLAN TEMPLATE
Reading Instructional Strategies
Name:
Institutional Affiliation:
Section 1: Lesson Preparation
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Teacher Candidate Name:
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Mrs. Emily |
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Grade Level:
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3
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Date:
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8/14/2020 |
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Unit/Subject:
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Language Arts |
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Instructional Plan Title: |
Reading Comprehension Strategies
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Lesson Summary and Focus: |
This lesson aims to develop the student’s comprehension and reading skills. Also, it focuses on developing a new vocabulary. |
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Classroom and Student Factors/Grouping: |
The classroom is made up of students from varying backgrounds with different learning abilities. Therefore, I will be using a variety of learning materials such as puzzles, interesting books, and live examples to capture everyone’s attention.
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National/State Learning Standards: |
Students will be required to describe characters in a story. This will be assessed through questions whereby students will be required to comprehensively answer questions pertaining to the story. Students will be required to explain the meaning of phrases as well as words utilized in a text. Providing clear descriptions regarding the phrases will be used as a measure of performance. Students will be needed to compare and contrast various elements associated with stories including settings, plots, and themes. Verbal and written tests will be utilized to determine performance.
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Specific Learning Target(s)/Objectives: |
Students will provide a detailed summary of the story. Students will need to outline new vocabulary words. Students will be required to think of how the story fits into their lives and provide examples on the same. By utilizing their journals, students will be required to write anything associated with the story and then read their responses aloud.
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Academic Language |
I will teach various general academic and content-specific vocabularies including: · Argue · Examine · Region · Scar · Infer · Compare · Contrast · Unusual · Details · Effect · Typical · Persuade
To ensure that all students are familiar with these vocabularies, I will follow an already proven and effective approach. The first thing is to introduce the new term along with its correct pronunciation. Then, I will inform the students about its appropriate spelling and ask them to spell the word on their own. After this, I will provide the meaning of the term and give an illustration within a sentence. I will then ask the students to form their sentences based on the new term. This procedure will be repeated for all the vocabulary. For instance, the term “argue” is concerned with expressing opposite views in a way that is angry or heated. The term can be used in a sentence for further clarification. Such a sentence can be: “the two students started arguing over a book”.
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Resources, Materials, Equipment, and Technology: |
The method framework associated with the Read Aloud Response Journal will be utilized. Students will be required to utilize a specific area designed for reading. I will lead them to this space prior to reading the story. Students will be given personal journals and enough time for them to formulate responses. I will provide the story titled “Jeremy’s Decision”. Additionally, I will have questions relating to the story to enable the students to comprehend and understand better.
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Section 2: Instructional Planning
Reflection
Assessments and reading instructions are crucial as they assist students in learning reading comprehension. When students are aware of how they perform in class, they can know whether or not they comprehend the study material. Additionally, through assessment, students can become motivated. This is because one is challenged to work harder in areas an individual is performing poorly. Through assessment, a student can determine his or her word knowledge. If one has limited knowledge, then he or she can be encouraged to build upon word knowledge by reading and relating what one knows and what one reads. Active comprehension strategies are also critical as they enable a student to utilize various approaches such as prediction, summarizing, asking relevant questions as well as image construction and sequencing (Parrish, 2020).
Assessment is also associated with monitoring as it is through assessment that students can monitor their reading comprehension. This can encourage them to determine whether or not decoded words make sense and whether indeed there is a sense in the text itself. If one detects a problem, then there is a need to reprocess or reread for better understanding (Pressley, 2010). As such, an assessment that is accompanied by monitoring brings about better understanding. Instruction and assessment are integral parts of each other and assist in determining whether or not a student has met his or her educational goals. These two are vital as they assist in evaluating progress in students who find reading comprehension to be complex. As such, effective modifications can be undertaken to assist the student.
I would implement various strategies to construct meaning and determine print material comprehension. To illustrate this, I would ensure that students read books that they find interesting. Studies have concluded that low reading comprehension is a result of students reading books they dislike. Also, it would be easier to monitor students’ rates of comprehension based on the books they like as they are likely to elicit more participation. Additionally, I would ask students to read aloud whenever any print material such as a book is involved (Oxfordlearning, 2018). This method makes it easier for students to understand better by hearing the words out loud. Another strategy I would utilize is asking students to re-read sections that seem confusing to them. By doing this, they can construct meaning and gain a better comprehension of what they are currently learning and what is upcoming.
Some children find it hard to keep their place while reading print materials. Therefore, there is a need for them to utilize a finger or ruler to make it easier to follow along. Also, discussing what the students have just read assist them to comprehend better (Oxfordlearning, 2018). Therefore, it is good to talk with them about what they have read and their thoughts concerning the same after they have finished reading. Recapping and summarizing the main points is another strategy that I would implement. I would ask the students to summarize as well as recap the main points on their own to gain a better understanding. Considering everything, these strategies including reading aloud are vital in constructing meaning and determining print media comprehension.
References
Oxfordlearning. (2018). HOW TO IMPROVE READING COMPREHENSION FOR KIDS. Retreived from https://www.oxfordlearning.com/how-to-improve-reading-comprehension/
Parrish, N. (2020). 5 Ways to Support Students Who Struggle With Reading Comprehension. Edutopia. Retreived from https://www.edutopia.org/article/5-ways-support-students-who-struggle-reading-comprehension
Pressley, M. (2010). Comprehension Instruction: What Works. Reading Rockets. Retrieved from https://www.readingrockets.org/article/comprehension-instruction-what-works
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