Lesson Plan Teachers: Kendra Gray Subject: 2nd Grade Reading- Special Education

Standard: RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words. RF.2.4. Read with sufficient accuracy and fluency to support comprehension. RL.2.10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Objective (Explicit):
Students will be able to orally read high-frequency words by decoding unknown words. Students will be able to read at a reasonable rate with accuracy and expression. Students will be able to answer comprehension questions by referring to the text.

Evidence of Mastery (Measurable): Each student will individually decode and read words. Each student will individually read the passage fluently. Each student will refer back to the passage to answer questions. Each student answer comprehension questions.

Sub-objectives, SWBAT (Sequenced from basic to complex): Blend letter sounds to make words Sound out words Listen to the story while following along Fill in words from the story when prompted by teacher Students will read the story orally Students will answer questions about the story Key vocabulary: Cub, Rub, Tuck, Run, They, Materials: Read Naturally Guide, Bear Cubs Bun, Fun, Sun Story Booklets, Bear Cubs Passage Opening (state objectives, connect to previous learning, and make relevant to real life) Who can tell me the title of the story we are reading? Yes, we are reading about bear cubs. We did our cold reads on Monday and yesterday we reviewed letter sounds and words. Today we are going to work on reading the passage and answering questions on the story. Our I Can sentence says I can read a story and then answer questions. Before we read, Tyler can you remind me what the short u sound is? Lets review some of the words we have practiced. When I point to the word, you read it. Review words practiced on Tuesday; cub, rub, tuck, run, they. Teacher Will: Instructional Input The name of this story is Bear Cubs. We just read the four words on this page. I am going to say a word and I want you to find and point to the word in your story. Assessment: The teacher will review yesterdays skills to observe which students retained the learning and if any students need reteaching. If any students Student Will: Listen and confirm their understanding of the activity. Point to the word read orally by the teacher. Hear: Nothing See: A finger pointing to the word read orally Correct: Yes, the word ___ is in this sentence. How do you spell the word ____? Do you see that word anywhere else in the story? Incorrect: Can you find the word ____

are unable to provide letter sounds and words from the previous day, the teacher will work with those students while the other students read independently.

(annunciated)? It starts with the __ sound, which letter do you think this word starts with?

Co-Teaching Strategy/ One Teach, One Assist: The teacher candidate will be responsible for instruction while the mentor teacher will be assisting the students. The mentor teacher will assist in providing strong academic feedback (the blue text) by supporting students who are struggling and pushing students who have accomplished the task. Both teachers will be using questioning to support student learning. Differentiation Since Tyler is one of the lower level readers in the group, I will also look to him more frequently to check for understanding. I will also start with having him share out easier words and progress to the harder words to determine how well he knows the sound. I will ensure he is able to read all the words before moving to reading the story. Teacher Will: Student Will: Great job finding words that use the /u/ sound in our story. Now we are going to practice reading our story. First, I am going to read the story and I want you to be following along with your finger. Silently following along with the story as the teacher reads. Hear: Nothing See: Fingers following along, eyes on story Correct: Thank you ____ for following along throughout that whole story. Incorrect: It is important that you follow along to learn words you may not know. Following along with the story as the teacher reads. Fill in the word when teacher gives signal (snap). Hear: Word, upon signal See: Fingers following along, eyes on story Correct: Thank you ____ for waiting for the signal to give me your answer. Excellent, the word was cubs. Incorrect: Lets start the sentence again. Make sure you are following along. Students follow along with their peer who is reading the story orally.

Now I am going to read the story again. When I stop, you all will say the word. Remember to listen for the signal. Now I would like someone to show me how we should be reading the words when I give the signal. Who thinks they can show me by reading the title?

Guided Practice

Now it is your turn to read the story to us. Who would like to go first? Have each students take one turn to read. Assessment: Teacher will record the words each individual student misses during their oral reading. The teacher will use this information to help reteach the

student the missing skill (i.e. the /p/ sound in pun and puck).

Co-Teaching Strategy/ One Teach, One Observe: The teacher candidate will be responsible for instruction while the mentor teacher will be making observations. The mentor teacher will observe students behaviors (on task/off task), who is able to accomplish instructed tasks (following along, filling in words), and the rate each student is independently reading the story aloud. Differentiation I will let Tyler read aloud to his peers first so that he does not become discouraged or nervous after hear peers who read more fluently than him. This will allow him to be focused on his reading rather than matching his peers Teacher Will: Okay we have read and heard this story a lot. You guys are reading very well. We have practiced answering questions using the story before. Today you are going to answer question #1 (What can cubs do?) all by yourself. Remember, you need to answer in a complete sentence and you can only use information from the text. Independent Practice Assessment: Based on observations and finished product, the teacher will assess how well students were able to comprehend the story. The teacher will observe how much support the student needed and how well the ideas were developed in the finished product. Co-Teaching Strategy/ Student Will: Independently, students develop a sentence that answers the question. Hear: Nothing See: Writing sentence, looking back in the story Correct: I like how ___ is looking for words in the story to help him answer the question. ___ do you see any other words that you can add to your answer? Incorrect: Where did you find that information? Remember we need to use the information from the story. Where could you look for information? Where did you find those words?

Parallel Teaching: The students will be split into two groups based on their performance throughout the lesson. One teacher will take the students who are struggling and the other teacher will take the remaining students. The teacher working with the struggling students will use questioning to help them build their own answer while attentively watching to help student avoid errors and frustration. The remaining students will answer the same question while the teacher questions them to develop a more detailed response. The remaining students will also be given a second comprehension question if time allows. Differentiation For Tyler, I will watch his writing more closely to catch his mistakes before he gets too far in the sentence. This will help avoid frustration and keep him motivated to copy the sentence. For Caden, I will draw a box around each line before he starts writing. This allows him to have

better letter formation and stay in the designated area.

Closing/Student Reflection/Real-life connections: Today we read the story and then answered a question about our story. Who would like to share the sentence they wrote? Allow students to share. These ideas all came from the story, has anyone seen bear cubs in real life? What other things can bear cubs do? Share videos I have of bears from my trip to the wildlife park. Co-Teaching Strategy/ Station Teaching: To close the lesson, each group will share the sentences they wrote with their peers. Then they will discuss other things bear cubs do based off the students knowledge. In group one, the teacher will share personal videos of bear cubs from a trip to the wildlife park. In group two, the students will draw a picture of a bear cub doing something related to the story we read or their own personal experiences. Then students will switch groups and perform the same tasks. Assessment: Based on students discussions, the teacher will be listening if the students were able to stay on topic and give factual information based on their experiences. The teacher will note the frequency of prompting given to stay on topic.