Beruflich Dokumente
Kultur Dokumente
Mackenzie Aaron
Overview
curriculum. The teacher will be referring to student readings taken out of the Harcourt Trophies
reading curriculum along with Scholastics Navigating Nonfiction book. The students will be
discovering the focus skill of authors purpose and the strategy of rereading to clarify. The
students will be pre-assessed on their prior knowledge and understanding of authors purpose.
At the beginning of each lesson the students will work on their Daily Language Practice by
correcting mistakes in sentences. The sentences they are using also connect with their weekly
reading selection. For the first lesson of the instructional plan, the students will discuss what is
the authors purpose and examine examples to further their understanding. The students will
also read a short passage with their vocabulary words they will find in that weeks reading. In the
first lesson, the students will also do a picture walk of their selection Turtle Bay while making
predictions and observing the illustrations. For the second lesson in the instructional plan, the
students will be doing a guided reading of the selection Turtle Bay. Throughout the reading the
teacher will pause and ask various comprehension questions and help students decode words
when necessary. Students will connect their own experiences and stories to what they are
discussing during that weeks reading. The final lesson of the instructional plan is when students
will be navigating nonfiction text. They will continue to talk about the authors purpose and their
strategy of rereading for clarity while navigating and comprehending nonfiction text features. As
a final assessment students will take a selection test on the vocabulary and comprehension of
the story Turtle Bay. They will also be asked questions about authors purpose and nonfiction
text features.
Lesson ONE
Content/Subject: Reading
Pre-Assessment Overview: For the pre-assessment students were given a half sheet of lined
paper and asked to answer a few questions. Students were first asked to give a definition of what
they thought author's purpose meant. After students had their first question answered, As a
class they described what authors purpose meant. The correct definition was given to students
in order for them to apply that new knowledge to the next questions. Students were given the
definition of author's purpose along with what it means to persuade, inform, and entertain. The
students then were given three titles of reading they have done thus far during their reading
instruction. The students needed to decided what the authors purpose was for those readings.
Pre-Assessment Reflection: Based on the questions that the students wrote down 6/23
students answered author's purpose definition correctly. 17/23 students answered author's
purpose incorrectly. After discussing the correct answer and giving students the meaning of
entertain, persuade and inform for author's purpose, 5/23 of the students correctly matched the
purpose to the previous readings done in class and 18/23 matched them incorrectly. There were
a total of four questions on the pre-assessment. This pre-assessment data told me that students
are very unclear about author's purpose. I can now go through with my lessons keeping this in
Student 23: 0
There were four questions on the pre-assessment. The first question asked the students
to give their own definition of what they thought authors purpose meant. The next three
questions were the students giving what they thought the authors purpose was of three different
selections they have read. A majority of the students got zero of the questions correct. Some
were not able to give a definition of the authors purpose but after a short review could match
the purpose to the given story. Knowing the authors purpose for writing a certain reading is
very important for students to learn. After giving this pre-assessment I know that the students
text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.L.3.2
CCSS.ELA-LITERACY.L.3.3
Input: Setting up the 1. Task Analysis: For this lesson the students will need to
Lesson for Student
Success know the meaning of authors purpose. The teacher will begin
selections that they have read in the class. The students will
write it.
found and laid eggs. The students will have time to share
class of third graders that are reading at a high first grade level
to a sixth grade reading level. All students are eager to read and
are given the choice of how much they would like to read aloud.
Materials:
Modeling: I DO The teacher will show the focus strategy that explains the
different purposes of writing. The teacher will verbally go
through the various purposes for writing such as to inform, to
persuade, and to entertain.
Checking for The teacher will read aloud a short passage about turtles. The
Understanding: students will be active listeners and attend to important facts
and information that they think are useful to remember. The
students will also explain the authors purpose for writing the
short passage.
Guided Practice: WE The teacher will introduce the selection for the week Turtle
DO Bay by Saviour Pirotta. The students will go through the story
only looking at the illustrations as a pre read to the story. The
students will make predictions and ask questions based on
what they see strictly in the observations.
Collaborative (YOU DO The teacher will ask the students to make their own
TOGETHER) and/or connections to the reading and encourage them to share them
Independent Practice when necessary. As the teacher and students go through the
(YOU DO) reading as a picture walk, the teacher will model the
observations and predictions they should be making. For
example the teacher might say, On this front cover I see a boy
and a girl looking at a turtle. I also see an older man with a
broom in the background. What do you think this man is doing.
Why?
Reflection: for every After completing this lesson I know that students need more
lesson - questions to ask instruction and practice on author's purpose. They will be given
yourself after the lesson more examples of short passages and asked to find the author's
purpose. Along with finding author's purpose the students will
continue their questioning and predicting skills with their
guided reading. Overall I think the lesson went very well the
students were engaged and eager to find out what was going to
happen in the story Turtle Bay. I was really excited to see
students sharing personal stories that made connections to the
text.
Lesson TWO
Content/Subject: Reading
comprehension.
CCSS.ELA-LITERACY.RF.3.4.A
CCSS.ELA-LITERACY.RI.3.1
text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.L.3.2
CCSS.ELA-LITERACY.L.3.3
Introduction: Creating As a short review students will discuss some key points of the
excitement and focus for picture walk that they remember. The students will also
the lesson target practice using their skill of summarizing to tell what they
already know about the story Turtle Bay. The target and focus
of the lesson is for students to be able to answer
comprehension questions about their reading as they read. The
students will also work together to make connections to the
world they live in now.
Input: Setting up the 1. Task Analysis: The students need to be able to read aloud
Lesson for Student
Success at a fluent pace for comprehension. The students will be
about how the text compares to the current world that they live
in. The students may make connections such as, turtles lay eggs
When students read aloud they may choose how much they are
Modeling: I DO The teacher will begin by having students open their Trophies
books the the selection Turtle Bay. In this lesson the teacher
is more the facilitator and allows students to answer questions.
The teacher will model how to answer some comprehension
questions. For example, when reading through the first page
the teacher might ask the students, How are the characters
Jiro-San and Taro alike? How are they different? The the
teacher might allow students to give insight before answering
the question to the students completely.
Checking for As the students are reading their Trophies book aloud the
Understanding: teacher is asking comprehension questions throughout the
pages to gage their thinking and further understanding of the
story.
Guided Practice: WE The students together will work through reading paragraphs of
DO the story Turtle Bay by Saviour Pirotta. The teacher will ask
the students to follow along line by line to be engaged and with
each other.
Collaborative (YOU DO The teacher will explain to students the focus strategy of
TOGETHER) and/or rereading to clarify. When asking the students the
Independent Practice comprehension questions, if the students are unclear about the
(YOU DO) answer the teacher will encourage them to reread to clarify
their answers. The students will read the story for a second
time out loud to a partner. The teacher will roam around the
room to listen to students read aloud and discuss the story they
are reading.
Closure The teacher and students will have a discussion about author's
purpose for review. They students will discuss in small groups
what they think the authors purpose of Turtle Bay is. The
teacher will do a review of comprehension questions that they
might see on their selection test.
Reflection: for every This lesson went really well. I felt that the students really
lesson - questions to ask enjoyed both the story of Turtle Bay along with the illustrations
yourself after the lesson in the story. The students were engaged and eager to answer
questions and make their own connections to the text. I made
sure to go over author's purpose in relation to this story so that
students would get more practice of its meaning and also have
another example. I liked having the students partner ready this
story because i heard them talking about real world examples
and connections while reading. I liked including these
discussions and deeper thinking ideas into the lesson.
Lesson THREE
Content/Subject: Reading
CCSS.ELA-LITERACY.RI.3.1
text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RI.3.5
Use text features and search tools (e.g., key words, sidebars,
hyperlinks) to locate information relevant to a given topic
efficiently.
Introduction: Creating The students will discuss the text features that they notice in
excitement and focus for the article. The students and teacher will have a brief review of
the lesson target the common text features found in nonfiction text and their
meanings. The teacher will refer to the list of features both in
the classroom and at the top of their lesson page.
Input: Setting up the 1. Task Analysis: The students will go through each common
Lesson for Student
Success text feature of nonfiction and describe its meaning, how it
After going through the text features, the students are ready to
ready through the article keeping in mind the text features and
students will then do the practice your skills part for review
article. After silently reading the article the students will week
appropriately with that they think fits. The students will use
features.
Checking for The teacher will check for understanding several times during
Understanding: the lesson. The teacher will see what text features the students
are able to point out during review and also if they are able to
explain their importance. The teacher will also check for
understanding when the students create their own titles and
headings to an article on their independent work.
Guided Practice: WE The teacher and students will discover the text features and
DO importance of nonfiction when discussing the first article. They
will use what they already know to point out the features and
read the article together aloud.
Collaborative (YOU DO The students will work on the second article in collaborative
TOGETHER) and/or groups. They will point out the text features that are important
Independent Practice in the article and also discuss some comprehension questions
Closure The teacher will begin to sum up the lesson while also making
connections to the previous lessons on Turtle Bay. The
students have previously been learning about authors purpose.
The teacher will ask the students, what is the authors purpose
for writing these articles? (to inform) What kind of genre are
these articles? How could this relate to a different genre of
Turtle Bay? The teacher and students will have a discussion
on the authors purpose of the two selections. The teacher will
encourage students to notice the connection they are able to
make and relation to past lessons. The teacher will point out to
students that authors purpose isnt always based on genre but
needs further examination.
Reflection: for every Students are getting to know their text features in nonfiction. I
lesson - questions to ask think the students are a little unclear on how to identify when a
yourself after the lesson story or piece of writing is nonfiction. However, the students
did well with recognizing text features and explaining how they
are important to read. I found the students to be engaged and
exciting about creating their own headings and titles to a
passage. I think the students did well in combining the lesson
that they learned and also adding in their own creativity.
Student 23: 93 %
As a final assessment the students will be given their selection tests on the
comprehension and vocabulary of their weekly reading. They will also be asked a few questions
extra. The students will also have to write what the author's purpose of the selection Turtle
Bay is, along with naming at least two nonfiction text features that we have discussed in their
nonfiction lessons. After viewing and reflection on the results, the students have gained more
knowledge on authors purpose. 19/23 students received a 85 or above on their weekly selection
test. 18/23 students correctly named the author's purpose and 13/23 were able to correctly name
two non fiction text features. The data showed me that there were four students that did not
complete mastery of the reading focus skill and comprehension. This shows me that most of the
students have improved through their pre-assessment and the past lessons in their reading
class. However, this also shows me that not every students has gained complete mastery of the
material. As an action plan I would continue to use the language and topics of text features and
authors purpose through the lessons in the future. I will connect these topics to new learning
not only to help the students that have not gained total mastery, but also to give more examples
and references to the topics being explained. After reflecting on the student feedback form I
found that the students were very happy and clear with the lessons being taught. One question
that some student disagreed with was regarding the learning targets. I did have the learning
target strated and displaying in the class but I did not reference them as well as I could have. I
think that telling students about the I can statements or standards would be something I could
work on with my lessons. Overall the students are familiar with the format and flow of these
lessons. I think that they were able to expand their learning by connecting to real world stories
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