ASSURE Model Instructional Plan

Monster Reading Buddies

Mrs. Cannon
st
1 Grade
Reading
30 minutes

Analyze Learners
Student Information:

15

5 females / 10 males

13-16
Mental, Social, Physical, Social Notes:

Intellectual Disability (5), Developmental Delay (4), Specific Learning Disability (9), Autism Spectrum
Disorder (3), Visual Impaired (1), Other Health Impaired (5)

Differentiation: Auditory, Visual, and Kinesthetic

15 white

Accommodations: whisper phone, highlighter

Current Knowledge, Prerequisites, and Notes about Learner Attitudes:
Students are learning to read with fluency. Students are learning to decode unfamiliar words by analyzing illustrations.
Students are learning to decipher the meaning of unfamiliar vocabulary by making self-to-text connections. Students are
learning to make story predictions by analyzing character illustrations and referencing prior knowledge.
Learning Styles

Visual 35%
Auditory (Aural) 15%
Kinesthetic (Hands On) 50%

State Objectives
Objectives:
The students will identify unfamiliar vocabulary. The students will read fluently. The students will make text to selfconnections. The students will read with expression.
Common Core Standards:
Language Arts, Grade 1 -Reading
RL1.1, RL1.2, RL1.3, RL1.7, RL1.8
Language Arts, Grade 1 Reading for Information
RF1.1a
Language Arts, Grade 1 Speaking and Listening
SL1.1b, SL1.1c, SL1.3, SL1.4, SL1.5, SL1.6
Language Arts, Grade 1 Writing
W.1.5, W.1.8
Select Methods, Media, , and Materials
Direct Instruction:
Small Group Rotation, 3 groups / 5 students, Instructional Level Arrangement
I will guide students to predict and locate.
Students will locate unfamiliar vocabulary words: joke, wagon
Guided Practice:
Small Group Rotation, 3 groups / 5 students, Instructional Level Arrangement
Choral Reading
Independent Practice:
Small Group Rotation, 3 groups / 5 students, Instructional Level Arrangement
Independent reading
Media and Technology:
Classroom iPads to present Instructional Level Text
Modification: student with visual impairment will read assigned text from a hard copy and use color films and a highlighter
to enhance read ability of text.
Materials:
Monster Reading Buddies written by Maribeth Boelts/illustrated by Nora Voutas, Level F
iPad (15), hard copy print text (1), hard copy print illustrations (15), highlighter (1), set of color films (1), color pencils (15),
whisper phones (15)
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Last Revised: December 11, 2005

Utilize Media, Materials, and Methods

Preview the Technology, Media, and Materials
Preview iPad book links to be certain they work properly. Preview hard copy illustrations and hard copy book for clean line
and text print. Preview highlighters for mark ability. Preview color films for a clear view. Preview color pencils for
sharpness.
Prepare the Technology, Media, and Materials
Charge iPads. Organize and pair each group of hard copy illustrations with a box of color pencils, and one hard copy book
with color film and highlighter.
Prepare the Environment
Make small group space ready with an iPad for each seat. Place a hard copy book, highlighter, and color film in a seat
close to mine, to prepare for visually impaired student.
Prepare the Learner
Students have practice small group reading procedures for several weeks and know to quietly go to the small group space,
find a seat, and wait for teacher directions. Students have been trained in how to locate the book link on the iPad and how
to open to the correct book, when directed to do so.
Provide the Learning Experience
1. Lesson Introduction: I will tell the students The title of this book is Monster Reading Buddies. It is written by
Maribeth Boelts and Illustrated by Nara Voutras. You can read that here on the book cover. This book is about a
Monster named Jupe who loves to read! Can you see her here? (point to picture on the book cover) She went to
the library to look for books, and stayed there all day. She did not leave the library until it was about to close!
Lets look at the book together and read to find out what happened while she was there.
2. Direct Instruction: We will look at each picture together. I will ask each student to tell me who they see and what
they see the character doing in the picture. I will ask the students to predict how Jupe will be able to carry her
stack of books home Do you think Jupe will be able to carry the tall stack of books? How? I will ask students
to predict what kinds of books Jupe will read What do you think Jupe will read about? Students will identify two
unfamiliar vocabulary words joke and wagon.
3. Guided Practice: Choral Reading each student will read aloud with me as I read aloud.
4. Independent Practice: Students will read to themselves in a whisper voice while I monitor each student
individually and take anecdotal notes.
5. Closure: I will check for understanding by asking several comprehension questions: Why did Jupe go to the
library? What kinds of books will Jupe read? What happened when Jupe tried to pick up the stack of library
books? What did she do? Who helped Jupe carry the books? What did they use? Students will write a
sentence to answer: What type of book did Jupe read that was funny? Students will look at hard copy
illustrations from the story, locate illustrations that represent the unfamiliar vocabulary words, and color only those
illustrations.
6. Differentiation: Students will use a whisper phone during Choral Reading and Independent Practice to enhance
auditory learning. Students will highlight unfamiliar vocabulary words in the text to enhance visual and kinesthetic
learning. To enhance kinesthetic and visual learning, students will use color pencils to color only the pictures that
represent the unfamiliar vocabulary words.

Require Learner Participation

This small group lesson will be chunked into 5 sections: Introduction, Direct Instruction, Guided Practice, Independent
Practice, and Closure. Each section involves question and answer segments and discussion. Students will write a
sentence to answer a given question, and color specific illustrations in the Closure segment.
Small Group Activities
Together, the students and I will look together at the picture book. Students will answer questions about what they see
and who they see in the illustrations. Students will discuss and predict how the character will carry books, and what types
of books the character will read. Students will Choral Read the story.
Independent Practice
Students will whisper read to themselves while I observe and evaluate each one.
Closure
Students will answer questions and discuss the types of books that the character will read. Students will identify
illustrations that represent unfamiliar vocabulary and color only those illustrations.

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Last Revised: December 11, 2005

Evaluate & Revise

Evaluation methods for each of the following are included:
1. Student Performance: Question and Answer segments, Monitor and Observe, Anecdotal Notes
2. Media Effectiveness: Monitor the functionality of the iPad and book link. Request student feedback.
3. Instructor Performance: Exit Ticket Student Survey

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Last Revised: December 11, 2005