Lesson Preparation Teacher Candidate: Title of Lesson: Grade Level: Subject Area: Daphnie Peterson Ask 5 Ws & 1 H &

Answer Third Grade Literacy: Comprehension

Lesson Topic (What is the big idea?): Give students a strategy for reading comprehension using the strategy Ask 5 Ws & 1 H & Answer. (Minskoff E., Allsopp D., 2003, p. 173) increasing reading comprehension by 80% measured by 3 separate assessments (2 informal, 1 formal) What standard(s) and/or IEP goal(s) will it address? -CCSS.ELA- Literacy.RI.3.7 Integration of Knowledge & Ideas. Use information from illustrations and words in a text to demonstrate understanding of text (e.g. who, what, where, when, why and how key events occur) -CCSS.ELA-Literacy.RI.3.1 Key Ideas and Details. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers -CCSS.ELA-Literacy.RF.3.4a Fluency. Read grade level text with purpose and understanding. Main Objective of Instruction (What do you want the student(s) to learn?): Students will: 1. Build reading comprehension through a variety of activities. 2. Interact with text while using the strategy Ask 5 Ws & 1 H & Answer. 3. Demonstrate knowledge of reading by answering the questions of who, what, when, where, why and how. Supporting Objectives: Pay attention to details in the reading. Use of graphic organizer to help organize details of the text. Specific Strategies to be taught/modeled: How to use the 5 Ws &1 H & Answer strategy and fill out graphic organizer. First with teacher then independently.

Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? 1. Use multisensory teaching a. Talk about how to use the strategy b. Talk about the story and does a picture walk. c. Teacher reads part of the story aloud d. Student reads part of the story aloud 2. Model how to use the strategy a. Use of I Do, We Do, You Do 3. Model and lead how to fill out graphic organizer. What background knowledge do the students have? How will you assess students learning pre, during and post? They have good reading skills and fluency, but are unable to retell or comprehend about the text they have just read. While reading together, I will have student(s) look at the visual cue card about the strategy and fill out the graphic organizer as it relates to the components of the strategy. After the reading I will review all the details the student(s) have written. Further assessing whether or not they were able to remember more about what was just read. What management/grouping issues do you need to consider? This will start as a one-on-one or small group instruction focusing on students that are having challenges in comprehension and story retell. Will provide genuine praise for correct answers and will positively redirect for incorrect answers. Materials and Resources: Strategy bookmark, graphic organizer, book or text of choice, pencil How/where will students be able to integrate (generalize) this learning? They will be able to use this strategy in all content areas in the classroom and beyond. How will you evaluate the lesson (judicious review)? This concept will be evaluated in all subject areas. Teacher will review and make additional comments if needed. Teacher will then meet with student regularly until mastery level is reached. Lesson Title: Strategy Ask 5 Ws & 1 H & Answer Main Objective of this lesson: To use a specific strategy along with a graphic organizer to help identify the main elements in the story (who, what, when, where, why and how) to help with comprehension and retell.

(CONTENT-PROCESS) Opening: (SET How will you get the student(s) attention?) Relate lesson to prior learning. Communicate the objective of the lesson. 1. Have you ever thought that you could create a special place (folder) in your brain to remember what you have read? 2. I am going to show you a strategy (a trick) to help you remember and make sense of what you are reading so that you can be able to tell anyone about the story. Procedure: (Is this an informal presentation, direct instruction, or structured discovery?) This is direct instruction to teach retell. Strategies (I Do): 1. Explain the strategy: Introduce how to use the bookmark and the graphic organizer. 2. Teacher will demonstrate strategy using a short story book. 3. Teacher will fill out graphic organizer on same story as students while reading. Check for Understanding- What will you ask? 1. Student will use the given materials to begin filling out components of the graphic organizer. 2. Teacher will stop and ask questions of the student(s) about the components of the strategy and what information they have gotten from the story. Differentiation: In the beginning students will answer orally to the: who, what, when, where, why and how questions and then slowly transitioning to writing the answers for themselves. (PRODUCT) Guided Practice (We Do): 1. Filling out graphic organizer 2. Answering questions about the story using the strategy Closure: Student(s) summarize, demonstrate learning of lesson. Independent Practice (You Do). Formally END the lesson. Student(s) will fill in parts of the graphic organizer independently using the strategy bookmark as a reference as the teacher reads the story.