Reading Lesson Plan

Tutor Name: Caitlin OMeara Tutee Name: A.B. Date: 2/12/2013 Lesson Goals/CCLS Standards: -Introduce closed syllable type. -Introduce and practice strategies for both annotating a text and taking notes on that text. -Introduce and practice strategies for translating notes into a cohesive summary. -Begin to practice being metacognitive while reading by writing down any questions that arise while reading. -Determine the final product that will come from the Inquiry Project. CCSS.ELA-Literacy.RI.7.4 CCSS.ELA-Literacy.W.7.7 CCSS.ELA-Literacy.W.7.8 CCSS.ELA-Literacy.L.7.4 Tutee Grade: 7

Materials (include all published materials, text titles, authors, & publishers, teacher-made materials, and student materials: Six Syllable Types sheet, Syllable Division Rules sheet, flashcards, scrabble tiles, Wilson Reading System Book 3, white board, Music in Culture passage, Celtic Music: A Complete Guide by June Skinner Sawyers, photocopied pages from Cetlic Music text, graphic organizers. Short-Term Objectives: RTR/Modified RTR Procedure: Include language to explain each of the 5 steps to tutee. List letters, words, and texts to be used for each step. Objectives: Explain your objectives in an ageappropriate manner. Include what you will say. Were going to focus on the closed syllable type and practice working with words that contain this syllable type. Remember the word you chose for closed syllable? Try to explain to me again why you chose that word and how you know it has a closed syllable in it. Remind me what the rule is for a closed syllable. Good, a closed syllable contains one vowel followed by one or more consonants and the vowel says its short sound. Remind what it means for a vowel to say its short name. Step 1: Review letter-sound correspondence, Anecdotal Observations: Describe behaviors. Note what was correct & record errors, including phonetic spelling of miscues.

Check to make sure the student is pronouncing the vowels with the short sound in each closed syllable.

syllable rule, or syllabication rule. List letters or syllables Closed syllable: sun, mis, at, ken, hid, pel, ed, lev, pun, pit, rip, set, ban, sum, vic

Assess whether or not the student can put words together that contain closed syllable types and practice how to divide them. Student should be able to divide words, referencing the Rules for Syllable Division Sheet, and explain why each syllable is a closed syllable.

Step 2: Use soundboard or tiles to teach or review decoding skill by asking student to build or syllabic no more than 8 words. Also include plans for Englemann Blending as needed. List words: Scrabble tiles: Rabbit, submit, sudden, sunlit, novel, campus, dismiss, label. (If student does not notice, point out that label has a closed syllable in bel but that la is a different syllable type. Refer them to the syllable type sheet and ask them to identify what type of syllable type la is and inform him that open syllable types will be covered next lesson.

Student should be able to say each PRW out loud correctly, pronouncing each vowel with a short sound. Assess if student struggles with certain content specific words (ex. Science words such as toxin, liquid. Social Studies words such as ethnic, Latin.)

Step 3: Review 9-12 Phonetically Regular Words (PRW) and, if appropriate, 1-3 High Frequency Words (HFW). List words: PRW: admit, until, misfit, sunset, atlas, chapel, panel, seldom, cosmic, toxin, within, tablet, ethnic, sandal, Latin. HFW: experience, community, develop, purpose, liquid.

Step 4: Read words with target skills orally in decodable text (RTR or Wilson). Student should be able to read passage fluently and apply knowledge of closed syllable types to words containing closed syllable types. The Red Sox Win Big from Book Three of WRS. (page 53)

Step 5. Dictation (PRW & sentence with PRW and HFW from RTR or Wilson)List words and sentence. Student should be able to use his knowledge of closed syllables to write out the words and sentences correctly and to discuss how he knows these words contain closed syllables. Exam, credit, basket, cobweb, closet, random. Sid did not want to miss the sunset. The kids went to watch the Batman flick. Kim did admit that she felt a chill. (WRS p. 16 #1, 8, p. 17 # 9) RTR Closure: Ask tutee to explain focus syllable rule and give example. Assess whether or not student has a strong understanding of what a closed syllable type is. Student should be able to provide example of a onesyllable word containing a closed syllable as well as a multisyllabic word containing a closed syllable. Explain to me again what a closed syllable type. What other word can you think of that has a closed syllable type in it that we havent worked with today?

Student should be able to articulate exactly what he wants to learn about music in one essential question in order to provide focus on his upcoming readings about the topic.

Inquiry Procedure: Include language to explain each procedural step to tutee. Should involve gathering information from non-fiction science or social studies trade books or texts. Step 1: Explain essential question that inquiry project is answering. This can be developed collaboratively. Decide on the exact wording of the essential question. Discuss final product for the end of the Inquiry Project.

Step 2: Explain how you will read the text with/to your tutee, how often you will stop to note main ideas in response to EQ, and how you will note

them, & then read. Include all teacher directions. -Practice annotating a text. We will look at Avontais annotations from the previous lesson and discuss strategies to use while annotating, such as only underlying important details to avoid underlining nearly the entire passage. I will have Avontai reread the passage and try to annotate with this strategy in mind so that we can compare his two forms of annotating on the same passage. -Read selection from Celtic Music and have Avontai practice annotating a few pages. -If Avontai encounters a multisyllabic word that he has trouble reading, stop and practice dividing that word using the Syllable Division Rules sheet as a reference. Step 3: Tutor &/or tutee translate notes to final written piece (e.g., graphic organizer, paragraph, illustrated book). Include all teacher directions. -Take notes using a graphic organizer while reading. We will focus on finding the key details and only including those in our notes.

-Student will be able to pick out key details from a passage. -Student will be able to identify multisyllabic words he is having a challenging time with and will be able to apply syllable division rules to that word.

-Student will be able to pick out only key details that relate to his essential question. He should be able to describe out loud why he is choosing to include or exclude certain pieces of information.

Inquiry Closure: Ask tutee to use their organizer or end product to explain understanding of EQ. -Student will be able to summarize what was read in order to help comprehend the text. Using the notes he took on the graphic organizer, Avontai will write a summary of what he learned about music today. He will also add questions to his Questions I Still Have sheet about confusing material or topics he still wants to learn about pertaining to music.

Reflection: Explain what your tutee did and said to indicate whether and to what extent your objectives have been met, as well as what you will do next with both RTR instruction and inquiry. In a separate paragraph, reflect on what you did well and areas for improvement.