Reading Lesson

O: TW use Wonders Unit 2 Week 2 Day1 pages T100-T113 to teach the following:

Comprehension Strategy: Make Predictions

Comprehension Skill: Plot: Problem and Solution
Genre: Fable
Vocabulary Strategy: Suffixes
Spelling: short u, long u_e

TW use Wonders Guide pg. T100- T113 to teach:

1. Introduce and discuss essential question: "What can animals in stories
teach us?"
2. Watch on ConnectEd or read cards for Interactive Read Aloud: "The Fox
and the Crane"
3. Pgs T106-T107 to teach spelling pattern using pre-written index cards &
high frequency words using word cards
4. Introduce Vocabulary word cards or ConnectED online vocabulary words:
believe, delicious, feast, fond, lessons, remarkable, snatch, stories
5. Students will use ReadingWriting Workshop books (pgs. 118-123) along with
the ConnectED digital Shared Read to read, discuss and use
comprehensions strategies with the story, "The Boy Who Cried Wolf"
6. TW model and assign Your Turn Practice Book pages, 61 and 62
M: Wonders Reading/Writing Workshop Books, Your Turn Practice Book,
ConnectedED
Small Group Procedures: TW ensure small groups are structured according to
reading level/student needs. TW enforce learning positions and appropriate
reading behaviors. TW use Wonders leveled readers, Wonders Materials, AR
books, & chapter books to differentiate instruction in the following areas:

Approaching Level: Phonemic Awareness, Phonics, High-Frequency

words, Vocabulary, Comprehension, Structural Analysis
On Level: Phonics, Comprehension, Vocabulary
Beyond Level: Vocabulary, Comprehension
Empowerment expectations: Meet weekly w Red and Yellow groups 4-5
times, Green groups 1-2 times
Students not in reading groups adhere to classroom schedules for JiJi,
Study Island, and Accelerated Reader

Small Group Books:

Approaching: The Cat and the Mice pg. T156-T157
On Level: The Dog and the Bone pg. T166-T167
Beyond: The Spider and the Honey Tree pg. T170-T171
Related Standards/Course Objectives:

X SL.2.1 - Participate in collaborative conversations with diverse partners

about grade 2 topics and texts with peers and adults in small and larger
groups.
X SL.2.1b - Build on others' talk in conversations by linking their comments
to the remarks of others.
X SL.2.3 - Ask and answer questions about what a speaker says in order to
clarify comprehension, gather additional information, or deepen
understanding of a topic or issue.
X RF.2.3 - Know and apply grade-level phonics and word analysis skills in
decoding words.
X RF.2.3a - Distinguish long and short vowels when reading regularly
spelled one-syllable words.
X RF.2.3f - Recognize and read grade-appropriate irregularly spelled
words.
X L.2.2 - Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
X L.2.2b - Use commas in greetings and closings of letters.
X L.2.5 - Demonstrate understanding of word relationships and nuances in
word meanings.
X L.2.5a - Identify real-life connections between words and their use (e.g.,
describe foods that are spicy or juicy).
X RI.2.4 - Determine the meaning of words and phrases in a text relevant
to a grade 2 topic or subject area.
X RF.2.4 - Read with sufficient accuracy and fluency to support
comprehension.
X RF.2.4a - Read on-level text with purpose and understanding.
X W.2.3 - Write narratives in which they recount a well-elaborated event or
short sequence of events, include details to describe actions, thoughts,
and feelings, use temporal words to signal event order, and provide a
sense of closure.
X W.2.5 - With guidance and support from adults and peers, focus on a
topic and strengthen writing as needed by revising and editing.
X L.2.1 - Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
X H1.2.1 - Compare the local community with others around the nation.

Critical Thinking/ Reflection:When teaching this reading lesson I wanted to

make sure and target all learning styles. I achieved my goal by using
differentiated instruction. The students were immediately engaged when
the lesson started because they got to view a short video named, The
Fox and the Crane. Having the children view this video they were able
to get the gist of what the lesson was going to be about. This video
targeted all learners because it had detailed graphics as well as the
words shown on the bottom of the screen. The video also helped with my
inclusion students because it gave explicit examples of spelling patterns,
high frequency words and new vocabulary words this lesson
incorporated. Once the video was complete, the students were asked to
take a seat on the carpet to go over our weekly spelling patterns, spelling
words and vocabulary words. I was able to use online resources to assist
me in teaching all these things. This helped with my instruction because
the students were able to get a visual along with examples and sentences
of each word. My beyond level learners were sometimes asked to come
up with sentences by themselves, while my approaching and on level
learners were asked to read what the digital card said. For our whole
group read each child took out their Anthology workshop book and was
able to follow along with the either myself reading out loud or the video
provided. I made sure to stop throughout the reading asking
comprehension and literal questions. To make sure the students were on
task and paying attention I also had them have conversations with their
shoulder partner and share their answers. This helped the students stay on
track and focus. Each pair of students was eager to share their answers
and thoughts about the story. For my small group instruction, I was able to
meet with my approaching level and on level students. The mini lessons
that were presented to the students helped the students create new
sentences using the new words they learned in the whole group lesson.

The activity was effective and fun for the children and each child
couldnt wait to share their sentences. All of the students were engaged
and followed the instructions correctly. We ended our small group lesson
reading a short story about different animals. Each child was actively
participating and paying attention because they didnt know when they
were going to get called on to read out loud.
I would use this lesson and teaching strategies again because it
focuses on all the students needs and weaknesses. As shown through the
assessment the lesson seem to be very affective for all students, based on
the test results all skills were learned and mastered. There is not much I
would change with the lesson because it enables me to spend adequate
time with my small reading groups that needed extra attention and help.