Feedback reading lesso plan

Standards:

Students to demonstrate proficiency in reading comprehensions, and determine the main idea/theme of the text (RI.4.2)

Students to demonstrate proficiency in purposes for reading, and understanding comprehensions (RF. 4.4)

Students to read with sufficient accuracy and fluency to support comprehension more so on fourth grade-level text with purpose and understanding (RF. 4.4). Comment by MASON, ELIZABETH: Thank you for fixing the standards.

Unit: Reading comprehensions using metacognitive thinking strategies Comment by MASON, ELIZABETH: Much better; I would choose a specific metacognitive strategy (visualizing, making connections, etc.)

Unit EQ: Proficiency in reading comprehensions independently, and understanding the central ideas of comprehensions

Essential Concepts:

Comprehension

Making connections

Making inferences

Understanding

Reading skills

Differentiated Concepts:

Read grade-level comprehensions to comprehend

Identification of the main idea

Unit Vocabulary:

Story map

Main/central idea

Facts

Gist

Content

Differentiated Vocabulary:

Comprehend

Infer

Grasp Comment by MASON, ELIZABETH: Thanks for making your vocabulary terms more student-centered.

Whole Class Product:

Grade level comprehension texts will be introduced, and read by all students in the class with the aim of identifying the main idea.

Differentiated Product:

Students with learning disability (LD) will be allowed to read comprehension texts of their choice and identify the central theme of the texts. Comment by MASON, ELIZABETH: Thank you for showing differentiation.

Process:

This lesson plan will start with applying grade level phonics and word analysis skills in decoding words when reading texts and comprehensions.

Diagnostic (Pre) Assessment:

With the entire class participating in the reading comprehension lesson, students will take two minutes to identify stories or comprehensions that they can read. After briefly reading, I will require them to state the main idea to gauge their comprehension of the read comprehension or story.

Whole Class Checklist:

Students are able to read various comprehension texts without difficulties.

Differentiated Checklist:

Students with LDs are able to read a comprehension of their choice and be able to identify the main theme or idea.

Activator (Context for Learning)

All students encounter different reading materials in their academic or home life. Your interest should be drawn to trying to understand what is written in the different materials. This can only be achieved through reading the material, making reading a key process to understanding texts or comprehensions.

Develop Strategy and Self-Regulation:

Introduction of Strategy- In this lesson, I will introduce the SCROL strategy that will help you in the reading of comprehensions

Application of SCROL will come handy where I will let you survey comprehension texts’ headlines, read them, outline the structure and look back by way of reflecting what you have read to ensure you comprehend and remember important information.

Develop Background Knowledge- SCROL allows you to construct, and reconstruct meaning of texts while reading which the essence of understanding comprehensions is.

Discuss Strategy- Application of SCROL will come handy where I will let you survey comprehension text headlines, read them, outline the structure and look back by way of reflecting what you have read to ensure that you fully comprehend and remember important information or facts or main idea of the text we/you read. These four steps will be important whenever reading comprehensions.

Review- Now that everyone has grasped the SCROL strategy, we will survey the texts I have provided starting with the texts’ headlines. You will then proceed to read them, outline the structure and look back by way of reflecting what you have read to ensure that you comprehend and remember important information of the text.

Practice Memorization- You will now internalize the SCROL strategy basically by picking a text of your choice, survey its headline, read it, outline its structure and look back by way of reflecting to see that you comprehend it. You can also seek assistance from your friend to help you memorize the strategy.

Obtain Commitment- I will collaborate with all of you more so to support your application of the SCROL strategy, but this will be a fading support of reading comprehensions as each one will commit to practicing what we have learned.

Goal- Our main goal will be to read comprehensions of different structures to full comprehension. You will set your own goals of the comprehensions you will read by charting them down. I will also be available to help you write down realistic goals.

Summarizer- In this reading comprehensions using metacognitive thinking strategies applying the SCROL strategy, we will practice identifying, listing, and picking comprehensions suitable to your grade level for you read and identify the central idea. Therefore, in our next lesson, all of you will demonstrate their ability to use the SCROL strategy we have learned.

Model-Think Aloud:

Think of all comprehensions or stories that you have seen and can read

Think of the stories as examples of comprehensions that you can practice your reading skills using the SCROL strategy

I will now show you how to practically use the SCROL strategy

Since I have taught you what each letter in the strategy stands for and grasped, you will help me proceed from one step to the other

We Do-Guided Practice (Generalizing):

I want us now to list some of the stories you can identify with, and read

I will pass copies of some of the stories, I have identified to be suitable for your grade, and which you can read with ease using the SCROL strategy.

We will pick one of these stories for our practice in this lesson.

As noted in the SCROL strategy;

The first thing that we ought to do is to survey the headline of the comprehension

We will then proceed to read it together, I will do that aloud for the benefit of all, but you need to pay close attention as we will identify together the central idea in the story.

We will then proceed to outline its structure as this is important in comprehending it, knowing the theme or central idea

Done with the structure, let us now look back by way of reflection to see that you comprehended it.

Question to you:

Do you think that you can rephrase the main idea in this story/comprehension in your own words?

Left alone, are you able to follow the four steps of the SCROL strategy so that you read comprehensions?

You-Independent Practice:

Now that I have shown you how to read comprehensions using the SCROL strategy, let me see whether you have understood how to use the strategy to read comprehensions and identify the main idea alone

Pick one of the comprehensions or stories I have provided.

Recall you are using the SCROL strategy, so survey its headline, read it, outline its structure and look back by way of reflecting to see that you comprehend it so that you can tell me the main idea or theme.

Make sure that the steps follow each other in order Comment by MASON, ELIZABETH: You made many improvements in your lesson that correlate to my suggestions. I would still encourage you to add more scripting to your lesson. Explain what you are telling the students and how they are responding.

Summarizer:

Each students will pick a story or comprehension among the ones I have provided, use the SCROL strategy to read it, and tell me the central theme. I will go round the class checking.

Assessment:

After using the SCROL strategy to read the provided comprehension, I will assess your comprehension by seeing that you are able to identify the main theme of the comprehension or story. I will require each of you independently choose a comprehension of your choice and use the SCROL strategy. This will be a daily assignment for the next one week for you to gain proficiency in the strategy of reading comprehensions.

Affect:

By the end of the lesson on reading comprehensions using metacognitive thinking strategies and the SCROL strategy, all of you will have gained a lot of proficiency in reading comprehensions independently, and proficiency in purposes for reading, understanding, and identifying the main theme of the comprehension texts