T1-Part B

Template for a Literacy Learning Segment Lesson
Central Focus: The central focus of the 3-day literacy segment is comprehension of text.
Lesson Title: Literacy Segment: Lesson 1/Day 1
Learning Objective(s)  The students will identify effective reading practices; such as finding text
What, exactly, do you want features, and will apply them when reading passages during the lesson.
students to know or to be  The students will identify key details in a text; such as who, what, when, and
able to do as outcomes of why.
this particular lesson?
 The students will write down an important detail from the text as they
reread.
Standard(s) Reading Standards for Informational Text

Which State-adopted
student academic content Key Ideas and Details
standards are the target of
student learning? Include  2.10. Ask and answer such questions as who, what, where, when,
the number and text of each
why, and how to demonstrate understanding of key details in a text. [RI.2.1]
standard that is being
addressed. (List only the
part(s) that are relevant).  2.14. Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate key
facts or information in a text efficiently. [RI.2.5]
 2.15. Identify the main purpose of a text, including what the author wants to
answer, explain, or describe. [RI.2.6]
Learning Experience:
Hook, Exploration & Concept Development, and Closure (sections below)
In each section below, specify the sequence of instructional activities. Consider how you will manage materials,
bodies, and time. Keep in mind that this particular task asks that you:
● Explicitly teach how to apply the literacy strategy
● Provide opportunities for guided practice
● Hook/Introduction Prior to the lesson, the teacher will give the students a 3-question pre-
How will you immerse assessment to determine their prior learning and knowledge. The students will
students in the learning get 5-10 mins to complete the assessment. Once all the students are finished,
experience? How will you
build on your students’
the teacher will take up the pre-assessment and begin the lesson.
background knowledge  The teacher will begin the lesson with a “brain starter” to allow the
and prior experiences? students to wake up, wiggle around, and get ready to learn.
 The students will use an attention grabber to hook the students.
(example: “1, 2, 3…eyes on me”)
 The teacher will tell the students that she has an important question for
them.
 She will ask, “What are some things we should do when we read?”
 The teacher will clarify the question by giving an example. “When I read, I
make sure that I look at all the headings and titles.”
 The teacher will remind the students how to properly “turn and talk” and
then will have them turn to their neighbor and discuss the question.
 As the students are talking, the teacher will carefully observe their
discussions.
 After the students have had adequate time for discussion, the teacher
will use an attention grabber to bring the conversation back to her.
 The teacher will have some of the students share what they discussed
and write their answers on an anchor chart.
 The teacher will then point to the board and have the students read the “I
can” statement with her, “I can reread a text to find important details
and information.”
● Exploration and  The teacher will introduce the short story “Where Do You Live?” by reading
Concept Development the story off the 4 interactive picture cards.
How will you support  The teacher will have the students examine the pictures closely as she
further exploration and
practice of the concept,
reads them.
skill, or strategy identified  The teacher will stop after each card and have the students turn and talk
as the learning about what was read.
objective(s)? Consider how  The teacher will ask the students to share something they learned.
instructional strategies,
participation structures,  After the teacher has finished with the interactive read aloud, the teacher
and instructional will have the students get out their Wonders Reading textbook and turn to
sequencing and pacing page 263.
might influence your design  The teacher will tell the students that they are going to read about a place
of this learning experience.
that is very different from the places they learned about in “How Do You
Live?”
 The teacher will read the story “Alaska: A Special Place” aloud to the class.
 Once the teacher has finished reading the short story, she will tell the
students to turn and talk about the story. The teacher will listen closely to
see if the students are using the academic vocabulary during their
conversations.
 After the students have had adequate time to discuss the story, the teacher
will use an attention grabber to bring the class back to her.
 The teacher will have a few students share what they discussed about the
story, and will then explain that to better understand Alaska, they need to
reread the story.
 The teacher will tell the students to go back to the first paragraph and put
their finger on the first word when they are ready to begin.
 The teacher will have a student read the short first paragraph aloud to the
class.
 The teacher will ask, “What do you think you will read about in this story?
What is the main idea?”
 The teacher will tell the students to go back in the text and look in the first
paragraph to find the answer and will tell them to hold up a thumb when
they have found it.
 The teacher will call on a student to give the answer and will confirm or
redirect their answer as necessary.
 The teacher will tell the class to find and point to the word “Alaska” and tell
them that Alaska is what the story is about.
 The teacher will go to the next paragraph and reread it to the students
again. The teacher will point out the heading “Land Features” before she
reads and explain that the headings tell you what the paragraph will be
about.
 After she is finished reading, the teacher will point out the words
“mountains” and “glaciers” and explain to the students that those are some
of the “land features” in Alaska.
 The teacher will tell the students to get one sticky note off the corner of their
desk.
 The teacher will then tell the students to reread the rest of story and write
down one fact that they find interesting about Alaska on their sticky note.
● Closure  The teacher will pull up the second “Where Do You Live?” story card up on
How will you tie the lesson the interactive board in the classroom.
together at the end to help
students internalize what
 The teacher will reread the passage from the story that corresponds to our
they have learned? How region aloud to the students.
will you make them aware  The teacher will explain that the region described on that card is where we
of how this lesson live. The teacher will use the interactive board pen to mark up the passage.
connects to subsequent
lessons?  The teacher will point out important details that the students can relate to;
such as the warm weather.
 The teacher will have the students get another sticky note from the bucket
in the center of their table.
 The teacher will explain that now that they have reread about the region we
live in, that they now are going to write something they have read or know
about where we live. (ex. the weather, the land features, the crops, etc.)
 Once the students have written their fact about the region where they live,
the teacher will have the students put both of their sticky notes on the
appropriate side of the anchor chart.
 The teacher will close the lesson by reminding the students how important it
is to reread nonfiction texts. She will tell the students that they will come
back to the anchor chart tomorrow.
Assessment - Informal: The teacher will listen to and observe the discourse throughout the
How will you know what lesson. The teacher will observe the students’ ability to reread parts of a text to find
students have learned and how specific text evidence. The teacher will also listen for the students’ use of key
they are progressing toward
identified learning objectives? vocabulary and academic language.
How are you processing the
data you collected throughout Formal: The teacher will collect the students’ sticky notes that contain their
the learning experience to interesting fact from both geographical regions discussed in the texts. The teacher
determine next steps? will analyze the sticky notes to ensure that the students reread the text and
chose important, valuable facts. The sticky notes will be added to an anchor
chart to be used for the second day of the learning segment.
Accessibility Whole class:

In what ways are you ensuring
the accessibility of learning Groups of students with similar needs:
experiences with regard to
objectives, materials,  The teacher will use the Model, Guide, Apply approach to teaching in this
participation structures, lesson as a support to gradually release the students throughout the
instructional strategies, segment.
demonstrations of learning, and  The teacher will model how to read and reread a text. The teacher will
other scaffolding? How are you
planning for the differing guide the students reread a text with her.
strengths and needs of your  The teacher will give several opportunities for discourse throughout the
students? lesson to support the students in learning.
 The teacher will then have the students begin to apply the strategy by
allowing them to finish rereading and marking the text on their own.
 The teacher will allow advanced students to find another key detail or
important fact in the text and add it to the back of their sticky note.
 The teacher will walk around to each group as they are reading, to ensure
that each student is sufficiently rereading on their own.
Individual students, perhaps those with IEPs or 504 plans:
 The teacher will ensure that struggling readers, including the individual
student with an IEP for speech, are sitting in the front of the room.
 The teacher will use whole-brain teaching strategies to keep the struggling
students’ attention during the lesson.
 The students will be able to read the story along with the teacher, and she
will remind them to use their finger to follow along. This planned support
keeps the students on track as they read.
 The heavy modeling and scaffolding in this lesson will be a support for the
individual students who struggle to accomplish the related skill, rereading,
on their own.
Materials  Pre-assessment sheet

What materials will you need  Wonders curriculum (teacher book)
for this lesson? What  Wonders student textbooks (class set)
materials will you need to
make this lesson accessible
 Wonders “Where Do You Live?” story cards
to all students and to  View Sonic electronic white board
encourage active  Anchor chart
engagement in learning?  Chart marker
How will you manage the  Pencils
materials?  Dry erase marker
 White-board
 Sticky notes
Learning Objective(s)  The students will practice rereading a text to find important facts and key
What, exactly, do you want details.
students to know or to be  The students will identify the key details from both stories and determine
able to do as outcomes of their similarities and differences.

Which State-adopted
the number and text of each why, and how to demonstrate understanding of key details in a text. [RI.2.1]
 2.18. Compare and contrast the most important points presented by two
texts on the same topic. [RI.2.9]
● Hook/Introduction Prior to the lesson, the teacher will create a large Venn Diagram on the white-
How will you immerse board using Venn Diagram rings. One side will be labeled “Alaska” and the other
students in the learning side will be labeled “Our Region”
background knowledge  The teacher will begin the lesson by asking the students to share their
and prior experiences? prior knowledge regarding what was taught on the first day of the
learning segment.
 The teacher will tell the students to turn and talk about what they
remember about the two stories, “Where Do You Live?” and “Alaska: A
Special Place”.
 The teacher will listen closely to their discussions.
 Once the students have had an adequate amount of time to discuss the
stories, the teacher will use an attention grabber to bring the class back to
her.
 The teacher will introduce the essential literacy strategy, comparing
and contrasting.
 The teacher will show the students the Compare vs. Contrast anchor
chart that defines the meaning of the words.
 The teacher will discuss the terms “compare” and “contrast” with the
students.
 The teacher will use the Venn Diagram demonstration on the board to
model an example of comparing and contrasting.
 The teacher will tell the students that they are going to compare and
contrast “apples” and oranges”.
 The teacher will call on students to say characteristics of an apple and
will write them on one side of the diagram.
 Then the teacher will call on students to tell her characteristics of an
orange and will write them on the other side of the diagram.
 Finally, the class will discuss the similarities, and the teacher will write
them in the center of the diagram.
 Once practicing the strategy, the teacher will tell the students that they
are going to use the facts they wrote down from Day 1 to compare and
contrast Alaska to “our region”.
 The teacher will have the students turn to “Alaska: A Special Place” in
their textbook (page 263).
● Exploration and  Before they begin looking at the anchor chart, the teacher will spark their
Concept Development prior knowledge, by reminding the students that places around the world
How will you support are different, but that they can also be similar.
practice of the concept,
 The teacher will use the anchor chart as a tool to get the students to look
skill, or strategy identified back in the text. (The teacher will cluster the students’ sticky notes into
as the learning categories prior to the lesson.)
objective(s)? Consider how  The teacher will pass put the Venn Diagram graphic organizer and will tell
participation structures,
the students to write in their Venn Diagram as the teacher writes on the
and instructional board.
sequencing and pacing  The teacher will pull a cluster (sticky notes with the same/similar fact on
might influence your design them) of sticky notes from the “Alaska” side of the anchor chart and read
of this learning experience. the fact to the class.
 For example, if the fact is “Alaska is very cold.”, the teacher will read it, and
then tell the students to go back in the text and find where it says that
Alaska is cold.
 The teacher will have the students point to the sentence in the text when
they found it.
 The teacher will then ask if that fact is something that the two regions have
in common, or if it is only a characteristic of Alaska.
 Once the class has determined if it is a characteristic of one or both regions,
the teacher will write the fact into the correct section of the diagram.
 The teacher will make sure they are writing what is on the board into their
graphic organizer.
 The teacher will repeat the process with each cluster of sticky notes on the
Alaska side of the chart until each fact has been discussed and put into the
correct section of the Venn Diagram.
 The students will be prompted to go back and find the important fact or
detail in the text each time.
 The teacher will then move to the “Our Region” side of the anchor chart.
 The teacher will read each cluster of facts to the students.
 For example, if the fact is “Cotton grows there.”, the students would have to
determine if that is a characteristic of one or both regions.
 The teacher will go through each cluster of facts until each one has been
put into the correct section of the Venn Diagram.
● Closure  Once the Venn Diagram on the white-board is complete, the teacher will go
How will you tie the lesson through it in detail with the students.
 The teacher will read the similarities and differences aloud.
they have learned? How  The teacher will then say, “Turn and talk about what you learned today
will you make them aware about how Alaska and where we live are alike and different.”
of how this lesson  The teacher will close the lesson by telling the students that they will
lessons?
practice comparing and contrasting on their own tomorrow.
Assessment - Formal: The formal assessment for this lesson is the Venn Diagram graphic
How will you know what organizer. The teacher will assess the student’s placement of each important fact
students have learned and how and key detail. The teacher will analyze the graphic organizers to ensure that the
identified learning objectives? students are incorporating correct syntax and academic vocabulary into their
How are you processing the Venn Diagram.
data you collected throughout
the learning experience to Informal: The teacher will observe discourse throughout the lesson and analyze
determine next steps?
the students’ ability to go back and find information in the text. The teacher will also
check for the students’ fluency and comprehension as they read the leveled reader,
“Rocky Mountain National Park”.

objectives, materials,
participation structures,  The teacher will use the Model, Guide, Apply approach to teaching in this
instructional strategies, lesson.
demonstrations of learning, and  The teacher will model how to use a Venn Diagram in whole-group, to
planning for the differing support all students in the classroom.
strengths and needs of your  The teacher will have the students begin to apply the strategy by having
students? them copy the information into their own Venn Diagram graphic organizer.
 The teacher will walk around to each group as they are reading, to ensure
that each student is sufficiently rereading on their own.
 The teacher will allow the advanced students to work ahead and prompt
them to find more similarities and differences between “our region” and
Alaska that aren’t mentioned in the text.
 The individual students who might struggle with this lesson will have the
Venn Diagram graphic organizer to support them in practicing the essential
literacy strategy.
 The students will be given “wait time” before being expected to respond to
a question.
Materials  View Sonic electronic white board

What materials will you need  Sticky notes (from Day 1)
for this lesson? What  Anchor chart (from Day 1)
make this lesson accessible
 Compare and Contrast anchor chart
to all students and to  Venn Diagram rings
encourage active  Wonders student textbooks
engagement in learning?  White board
How will you manage the  Dry erase marker
materials?  Venn Diagram graphic organizer
Learning Objective(s)  The students will use the effective reading practices they learned; such as
What, exactly, do you want finding text features, to read a short story in a small-group.
students to know or to be  The students will identify key details in a text; such as who, what, when, and
able to do as outcomes of why, by rereading.
 The students will use the final assessment graphic organizer to compare
and contrast details from the story using a Venn Diagram and writing in
paragraph form.

Which State-adopted
the number and text of each
why, and how to demonstrate understanding of key details in a text. [RI.2.1]
Writing
 2.23. Write informative or explanatory texts in which they introduce a topic,
use facts and definitions to develop points, and provide a concluding
statement or section. [W.2.2]
● Hook/Introduction Prior to beginning the small-group lessons, the teacher candidate will tell the
How will you immerse students that they will be coming to the small-group table a few at a time. The
students in the learning teacher will group the students prior to the lesson by academic level.
background knowledge  The teacher will begin the lesson by sparking the students’ prior
and prior experiences? knowledge.
 The teacher will have the students turn and talk about what they have
learned about the rereading skill.
 The teacher will say “Turn and talk about what you have learned about
rereading.”
 The teacher will listen to their discourse and will call the students back to
her after they have had adequate time for discussion.
 The teacher will go around the small-group table and call on each student
to share what they have learned.
 The teacher will then have the students turn and talk about what they
have learned about the essential literacy strategy, comparing and
contrasting.
 The teacher will say “Quietly turn to your partner and talk about what you
know and have learned about comparing and contrasting.
 The teacher will listen to their conversations and will call the students
back to her after they have had adequate time for discussion.
 The teacher will go around the small-group table and call on each student
to share what they have learned.
 The teacher will tell the students that they are going to practice how to
reread to compare and contrast two things from the story.
 The teacher will pass out the leveled reader story, Rocky Mountain
National Park to the students.
● Exploration and  The teacher will have the students open the book to the first page.
Concept Development  The teacher will read the first two pages aloud to the students.
How will you support  The teacher will have the students take turns reading the next few pages
practice of the concept, aloud. (For the lower groups, the teacher will provide more reading
skill, or strategy identified assistance instead of having each student take turns.)
as the learning  Once the book has been read, the teacher will ask the students what they
objective(s)? Consider how should do next.
participation structures,  The teacher will call on a student to answer the question and will confirm or
and instructional redirect their answer accordingly.
sequencing and pacing  The teacher will say, “We need to reread.”
might influence your design
 The teacher will then tell the students to turn and talk about why we need
of this learning experience.
to reread the text.
 The teacher will give the students time to discuss and then will call the
attention back to her.
 The teacher will say, “We need to reread to find important information.”
 The teacher will pass out sticky notes and tell the students to mark places in
the story that are important as we reread.”
 The teacher will reread the first few pages of the book to the students,
stopping after each paragraph and prompting the students to look for
key details.
 The teacher will support the students as they reread the text, by reminding
them of strategies to help them find important details.
● Closure  The teacher will tell the students that they did a great job rereading and
How will you tie the lesson finding key details.
 The teacher will then explain to the students that they are going to use what
they have learned? How they know about going back in the text to compare and contrast two “life
will you make them aware zones” mentioned in the book.
of how this lesson  The teacher will show the final assessment graphic organizer to the
lessons?
students.
 The teacher will give explicit directions. She will say, “This is a Venn
Diagram like the one we did yesterday. In the left circle, you are going to
put the characteristics of one of the life zones that you choose. In the right
circle, you are going to put the characteristics of the other life zone you
choose. In the middle, put how the life zones that you choose are similar.”
 The teacher will say “Remember to go back and reread to find the
information. Use your sticky notes to help you. Once you have completed
your Venn Diagram, you are going to write about it. In complete sentences,
tell me how the life zones are the same and how they are different.”
 The teacher will remind the students to write neatly, capitalize the first word
in each sentence, use punctuation, and incorporate the key vocabulary
from the text into their work.
 The teacher will also remind the students to put their name on their paper.
 Once the teacher has given adequate directions, the teacher will tell the
students to take their sheet and their book to their desk and complete the
assignment.
Assessment - Informal: The teacher will observe the students closely during their “turn and
How will you know what talks” throughout the lesson. During their discussions, the teacher will pay
students have learned and how attention to any misconceptions that the students might have. The teacher will
identified learning objectives? analyze the students as they read and use their sticky notes to mark up the story,
How are you processing the to assess their ability to reread and find important information.
data you collected throughout
the learning experience to Formal: The students will complete the final worksheet to assess the students’
determine next steps? ability to compare and contrast by rereading, using a Venn Diagram and writing
in paragraph form. The teacher will analyze their work for correct syntax and
incorporation of academic language and vocabulary.

objectives, materials,  The teacher will group the students into small-groups based on ability level.
participation structures, This planned support will allow the teacher to better differentiate to the
instructional strategies, needs of each group of students.
demonstrations of learning, and  The teacher will use leveled readers to differentiate instruction.
planning for the differing  The teacher will review the related skill and the strategy, before allowing the
strengths and needs of your students to practice and apply the skill on their own.
students?
 The teacher will give the struggling students, especially the student with an
IEP, support by giving them extra time and assistance when rereading the
leveled reader to find key details, and when comparing and contrasting in
the final assessment.
 The teacher will give the struggling readers more assistance when reading,
by reading more pages to them instead of having them read aloud.
Materials  Rocky Mountain National Park leveled readers
What materials will you need  final assessment worksheet
for this lesson? What  pencils
make this lesson accessible  sticky notes
to all students and to
encourage active
engagement in learning?
How will you manage the
materials?

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Template for a Literacy Learning Segment Lesson

Lesson Title: Literacy Segment: Lesson 1/Day 1

Standard(s) Reading Standards for Informational Text

Accessibility Whole class:

Individual students, perhaps those with IEPs or 504 plans:

Materials  Pre-assessment sheet

Lesson Title: Literacy Segment: Lesson 2/Day 2

Standard(s) Reading Standards for Informational Text

Accessibility Whole class:

Individual students, perhaps those with IEPs or 504 plans:

Materials  View Sonic electronic white board

Lesson Title: Literacy Segment: Lesson 3/Day 3

Standard(s) Reading Standards for Informational Text

Accessibility Whole class:

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