KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

Teacher Candidate: Alexis Verzolini Date: 4/17/18

Cooperating Teacher: Mrs. McCorristin Cop. Initials

Group Size: 22 Allotted Time 30mins Grade Level 3rd Grade

Subject or Topic: Reading Section

STANDARD: (PA Common Core):

Standard - ELP.2.S.4-5.4
Discuss issues and concepts in a variety of literary works within a small group.
Standard - ELP.2.S.4-5.3
Describe major issues and conflicts in various literary works within a small group.
I. Performance Objectives (Learning Outcomes)
The students will discuss and describe issues and concepts in a variety of literary works within a small group.

II. Instructional Materials

Socks
Ramona Age 8
III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, New Content)
A. Prerequisite Skills
Reading
Questioning Skills
Analyzing Skills
B. Key Vocabulary
Making Connections-are highly personal connections that a reader makes between a piece of
reading material and the reader's own experiences or life.
Predictions- making a logical guess.
Summarize- retell a story.
Big Idea Reading Groups
C. New Content
Socks
Ramona age 8

IV. Implementation

A. Introduction –
Both Groups:
1. Ask students to come over to the carpet.
2. Ask students to summarize the last section that they read.
3. Begin reading the first few pages of the next section.
 B. Development –
Both Groups:
1. After reading the first few pages of today’s section ask students questions about what we have read
2. After asking students questions ask a student to read the next part of the section and take notes on
how the student reads.
3. Stop at different points in the book to ask questions. After each question is asked, ask a different
student to read.
C. Closure-
Group 1:
1. If you stop in the middle of a chapter have students finish the chapter they are on for next
time.
2. Have students make predictions and have students go to their side station.
Group 2:
1. Have a predetermined stopping point in mind and have students stop reading there. Then have
them make predictions.
2. Have students go to their side stations.
D. Accommodations / Differentiation -
Students may restate discussion questions in their own words.
E. Assessment/Evaluation plan
Anecdotal notes: Take notes of how the child reads and answers questions during guided reading.
A. Report of Students’ Performance in Terms of States Objectives (Reflection on students’ performance
written after lesson is taught, includes remediation for students who failed to meet acceptable level of
achievement)

B. Personal Reflection (Question written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)