COLLEGE OF EDUCATION AND ORGANIZATIONAL LEADERSHIP ED 468: INTRODUCTORY SUPERVISED TEACHING

Candidate: Irene Navarro Content Area: Reading Comprehension Subject Matter: Reading Lesson Content Description: This lesson is part of a unit based on The Egyptian Cinderella by Shirley Climo. The pace of the lessons in this unit is dependent on the students progress on the story. Type of Lesson: Direct Instruction Instructional Strategies/Method of Delivery: Direct Instruction, Guided Reading (Note: this class is a low level reading class, so implementing this lesson needs a lot of guiding) Content Standard: READING COMPREHENSON 2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text. READING COMPREHENSION 2.6 Extract appropriate and significant information from the text, including problems and solutions. ELD Standard: READING COMPREHENSION- EARLY ADVANCED Generate and respond to comprehension questions related to the text. Lesson Objective: All students will identify different elements of story structure, such as setting, characters, problem and solution, and the fairy tale genre. Date: 03/12/13 (TUESDAY) Grade Level: 3rd

Assessment: Formative: -Walk around class to listen to discussions -Ask questions based on text (ex: reading comprehension & open ended questions) -Observe where post-its are being placed in students book Summative: -Worksheet on setting, good characters, and problem Lesson/Assessment Modifications: -ELL: visuals on PowerPoint, partnered with a bilingual student -Special Needs (Autism): extra teacher assistance, seated near the front of the class, Technology: POWERPOINT/PROJECTOR- I will be using a projector to display Power Point slides RADIO- If time permits, I will use a radio for students to have their Brain Break which is basically a time in the middle of the class session where students can stretch to music DOCUMENT CAMERA- I will display the book on a document camera so students can have access to the text as I read INTO Anticipatory Set/Orientation (POINT OF INTO- prepare to think of story elements in todays reading) State the days reading objective Review and refresh where we left off in The Egyptian Cinderella by filling out worksheet together as a class Go over worksheet step by step as a class (guided instruction, allow for discussion, and fill in worksheet as a class on the document camera) Transition to remembering what happened in the Egyptian Cinderella to listening to The Irish Cinderlad Read The Irish Cinderlad (p. 9-10) Briefly go over Irish Cinderlad story elements (same as the one in the worksheet, but done orally) State technology that will be used: PowerPoint, projector, Re-state Content Standard and Objective in student friendly terminology: Must tie into Assessment Today we will continue to look at different parts of a fairy tale by continuing to read The Egyptian Cinderella and The Irish Cinderlad. Outline adaptations for EL and special needs students -Student w/ Autism: additional help from teachers aid -EL Student: partner assistance

THROUGH
Modeling/Presentation (I do) Preview questions for Day #3 on board

Read out loud questions and explain key components of each question Model outlining/highlight key words in questions Read out loud and model fluency

Guided/Structured Practice (we do) Go over each question one by one for Day #3 Choral read questions as a class together (one by one) Have them outline/highlight key words in their packets after it being modeled together Write questions on post-it notes Checking for Understanding/Formative Assessment (they do) Have them place post-it notes in their individual copy of the text The Egyptian Cinderella in the appropriate place (ex: where the support for question #1 in the text is, is where the post-it would be placed) Walk around class and observe where post-it notes are being placed
STEPS: -Read each question out loud or choral read question as a class -Underline key words in the question and have class do the same in their packets -Have class write the question on their sticky notes (repeat for all three questions) -Have them leave their post it notes on the side -Read page 10-14 out loud and have them track with their finger -For each page, I read and then they read out loud (this is a class modification to read text twice) -Have them place post-it notes in book after reading is completed

State technology that will be used (same for the whole through component of lesson) PowerPoint, projector, document camera Outline adaptations for EL and special needs students (same for the whole through component of lesson) -Student w/ Autism: additional help from teachers aid -EL Student: partner assistance -If time permits, have a Brain Break: allow students at 9AM to stretch to music (in order to have a mini break for this 90 minute class)

BEYOND
Independent Practice/Summative Assessment/Closure Have them write answers for questions 1-3, based on their post-it note placement in their packets Make assessments through observing what is being written down in their packets and if they correctly supported their answers Close by stating fairy tale elements learned and ask for opinions of what will happen next in the book State technology that will be used: PowerPoint, projector Outline adaptations for EL and special needs students -Student w/ Autism: additional help from teachers aid -EL Student: partner assistance