Reading Lesson Plans 1

Running Head: READING LESSON PLANS

Reading Lesson Plans

CLC – Team Green

(Molly Kremnitzer, Cynthia Moore, Mary McCullough, Lori Noles)

Grand CanyonUniversity

EED – 475

November 22, 2011

SIOP Lesson Plan # 1

STANDARDS:
Virginia Standards of Learning:
5.5The student will read and demonstrate comprehension of fiction.
5.8The student will write for a variety of purposes: to describe, to inform, to entertain, and to explain.
Arizona Standards:
Strand 1 - Reading Process (Concept 6: Comprehension Strategies)
PO 1. Predict text content using prior knowledge and text features.
PO 2. Confirm predictions about text for accuracy.
PO 3. Generate clarifying questions in order to comprehend text.
THEME:Reading
LESSON TOPIC:Comprehension
OBJECTIVES:
Language:
  • Students will read and discuss Breaker’s Bridge.
  • Students will predict what will happen in the story.
  • Students will orally answer questions about the story.
  • Students will build their vocabulary by orally defining the terms: piers, immortals, murky, scheme, dismay, and gorge.
  • Students will write a short story using one or more vocabulary words.
Content:
  • The students will be able to make and confirm predictions before, during, and after reading.
  • The students will use vocabulary words in context.
LEARNING STRATEGIES:
  • Questioning:
  • The students will answer questions prior to, during, and after reading.
  • Scaffolding:
  • The teacher will activate the students background knowledge by asking questions.
  • The teacher will have the students make and confirm predictions before, during, and after reading the story.
  • The teacher will reinforce vocabulary terms in the context of the lesson.
KEY VOCABULARY:
piers scheme murky
immortals dismay gorge
MATERIALS:
Copy of Breaker’s Bridge story (1 per student)
Vocabulary Words / Definitions
Writing Paper
Describing Wheel Graphic Organizer
MOTIVATION:(Building background)
  • Linking to Background Knowledge:
Ask the students:
Have you ever seen a bridge?
Can you describe a bridge you have seen?
How was it constructed? What was it made of?
  • Vocabulary
Introduce the following vocabulary terms:
piers – pillars or other supporting structures that hold up a bridge.
immortals – Those living or lasting forever.
murky – dark and difficult to see.
scheme – a plan for doing something.
dismay – a loss of courage or confidence in the face of trouble or danger.
gorge – a narrow, deep valley with high, rocky sides.
PRESENTATION:
1. Tell the students that they will be reading a story called Breaker’s Bridge. Have them to take a picture walk through the book. After taking the picture walk have them predict what they think the story will be about. Ask:
What do you think the story is about?
Why do you think it is called Breaker’s Bridge?
Do you think the story is fantasy or realistic?
By looking at the pictures where do you think the story takes place?
2. Read the story Breaker’s Bridge. Have the students take turns reading aloud. While reading stop periodically to ask the students questions, such as:
Can you describe the area where they are going to build the bridge?
What does the old man mean when he says, “If you make me a crutch, we’ll all have what we want”?
What do you think will happen if Breaker makes the old man a crutch?
How can you tell the old man frighten Breaker?
Why did the emperor ask Breaker to build the bridge?
How did Breaker try to solve the problem of building the bridge over the river?
How does the bridge change every year but still stay the same?
Also discuss vocabulary terms as they are used in context.
PRACTICE AND APPLICATION:
1. Remind the students that in the story many descriptions were given of the road, river, and mountains. For example:
  • The road twisted suddenly to the left when it came to a deep river gorge.
  • His men slipped and slid on the muddy riverbed, but they all managed to scramble out just as a wall of water rolled down the gorge.
  • The road to it had to snake through high, steep mountains. Pointed boulders thrust up like fangs, and the trees grew in twisted, writhing clumps.
  • Dark mountains, their tops capped with snow all year round, loomed behind the palace like monstrous guards.
2. Explain to the students that they will be writing a story. Give them a describing wheel graphic organizer and the following prompt:
Think of a place that you visited. Write a descriptive paragraph about that place using as many of the vocabulary words as possible.
After the students have written their story have them draw a picture illustrated the place they visited.
3. Have the students share their stories and illustrations.
REVIEW:
  • The students will review the vocabulary words and their definitions.
  • The students will answer story questions.
  • The students will share / read their descriptive paragraphs.
ASSESSMENT:
  • The students will be assessed on their ability to answer questions before, during, and after reading. (Informal)
  • The students will be assessed based on their ability to make and confirm predictions. (Informal)
  • The teacher will collect the describing wheel graphic organizers and descriptive paragraphs. (Formal)
EXTENSION:
  • Make a KWL chart. List what the students know and what they want to know about bridges. Have them use the internet to research various different bridges. After researching have the students complete the KWL chart by filling in what I learned.
  • Have the students design their own bridge. They can draw a picture and describe what it is made of, how it looks, what it is used for, etc.

SIOP Lesson Plan # 2

STANDARDS:
Virginia Standards of Learning:
5.5The student will read and demonstrate comprehension of fiction.
5.8The student will write for a variety of purposes: to describe, to inform, to entertain, and to explain.
Arizona Standards:
Strand 1 - Reading Process (Concept 6: Comprehension Strategies)
PO 1. Predict text content using prior knowledge and text features.
PO 2. Confirm predictions about text for accuracy.
PO 3. Generate clarifying questions in order to comprehend text.
THEME: Reading
LESSON TOPIC: Comprehension
OBJECTIVES:
Language:
  • Students will discuss the book Breaker’s Bridge by Laurence Yep.
  • Students will determine if their predictions were accurate.
  • Students will orally answer questions about the story.
  • Students will build their vocabulary by orally defining the terms: clumsy, emperor, commands, bridge, and crutch.
  • Students will write vocabulary words 3 times each, write out the definition, and use each word in a sentence.
Content:
  • The students will discuss their predictions about the story, if they were correct, or if not, what made them wrong.
  • The students will use vocabulary words in context.
LEARNING STRATEGIES:
  • Questioning:
  • The students will answer questions during and after reading.
  • Scaffolding:
  • The teacher will activate the student’s background knowledge by asking questions.
  • The teacher will have the students discuss what they have learned from the book, and discuss information they want to learn more about. For example, information about bridges or about China.
  • The teacher will reinforce vocabulary terms in the context of the lesson.
KEY VOCABULARY:
clumsy commands bridge
emperor crutch patience
MATERIALS:
Copy of Breaker’s Bridge story (1 per student)
Vocabulary Words / Definitions Writing Paper Dictionary
MOTIVATION: (Building background)
  • Linking to Background Knowledge:
Ask the students:
Have you ever broken anything?
Have you ever built anything?
Have you ever had to use crutches?
  • Vocabulary
Introduce the following vocabulary terms:
clumsy – always dropping or breaking things.
emperor – the king of an empire.
commands – to tell or order someone to do something.
crutch – a stick to help you walk if you have problems with your leg.
bridge – A structure spanning and providing passage over a gap or barrier, such as a river or roadway.
PRESENTATION:
  1. Talk to the students about their reading of Breaker’s Bridge by Laurence Yep. Discuss things that they learned about from the story like bridges, or about China. Ask the students:
What do you think of the boy in the story?
Why was he called Breaker?
Do you think the story is fantasy or realistic?
2. While reading the story Breaker’s Bridge, have each students take a turn reading aloud. While reading stop periodically to ask the students questions, such as:
Where is China located?
Why did the bridge wash away?
Why did Breaker feel sorry for the old man?
Why did it take Breaker so long to build the old man a crutch?
What did the old man give Breaker?
Was Breaker successful in building the bridge?
Also discuss vocabulary terms as they are used in context.
PRACTICE AND APPLICATION:
1. Discuss with the students what the story was about. Talk with them about the bridge that Breaker built. Ask them if they know of any other types of bridges or how they are built. For example:
  • What are bridges made from?
  • How are they built?
  • What do we use bridges for?
  • Name some famous bridges and show the students pictures.
  1. Explain to the students that they will be creating a shoebox scene. The students can take any part of the story and create a scene inside of a shoebox.
  2. They will then be instructed to write a paragraph of the scene and why it is important to the story.
  3. Have the students share their creations and their paper with the rest of the class.
REVIEW:
  • The students will review the vocabulary words and their definitions.
  • The students will answer story questions.
  • The students will share their bridge creations.
ASSESSMENT:
  • The students will be assessed on their ability to answer questions about the story. (Informal)
  • The students will be assessed based on their ability to make and confirm predictions. (Informal)
  • The teacher will collect student’s creation and paragraph. (Formal)
EXTENSION:
  • Make a KWL chart. List what the students know and what they want to know about bridges. Have them use the internet to research various different bridges. After researching have the students complete the KWL chart by filling in what I learned.
  • Have the students design their own bridge. They can draw a picture and describe what it is made of, how it looks, what it is used for, etc.

SIOP Lesson Plan #3

STANDARDS:

Arizona Standards:

Strand 1 - Reading Process (Concept 6: Comprehension Strategies)

PO 1. Predict text content using prior knowledge and text features.

PO 2. Confirm predictions about text for accuracy.

PO 3. Generate clarifying questions in order to comprehend text.

THEME: Reading

LESSON TOPIC: Comprehension

OBJECTIVES:

Language:

  • Teacher will give clues on what will happen in the story and student will use the given clues to make predictions about the story.
  • Students will listen and discuss Breaker’s Bridge.
  • Students will read aloud Breaker’s Bridge after teacher has read it to them.
  • Students will orally answer questions about the story.
  • Students will use the vocabulary to build their vocabulary.
  • Students will use the vocabulary words to write complete sentences.

Content:

  • Students will practice reading, first by being read to, then by reading the text for themselves.
  • Students will use the vocabulary words in complete sentences in the proper context.

LEARNING STRTEGIES:

  • Read along
  • Students will read along with the teacher as she models reading fluency. Once students have had the opportunity to see and hear the text, reading fluency and comprehension will come a little easier.
  • Scaffolding:
  • The teacher will reinforce vocabulary terms in the context of the lesson.

KEY VOCABULARY:

Piersschememurky

Immortaldismaygorge

MATERIALS:

Copy of Breaker’s Bridge story

Vocabulary words

Reading journal

MOTIVATION (Building background)

Discuss with the students

  • What do you know about bridges?
  • Have you ever gone across a bridge?
  • How would you build a bridge?

Vocabulary

Go over the vocabulary words with the students. Have them write the word, definition and illustrate the word in their reading journals.

PRESENTATION

  1. Teacher will give clues as to what the reading is about. Discuss with the students what they think is going to happen. Expand on why they think that. If the theory is far out there give the students more direction on how to make good predictions.
  2. Read Breaker’s Bridge to the students while they follow along. Make sure to keep a good fluid pace while you are reading. It is always important to model good reading habits to the students.
  3. Have the students sit in a circle on the carpet and we will take turn reading out loud in a circle.
  4. Teacher will ask questions about each section of the reading to ensure that the students are comprehending the story.

PRACTICE AND APPLICATION:

In the reading journals have student think back upon the story. Have the students write these three words into their journal. ROAD, RIVER AND MOUNTAIN. Have them write down any adjectives they can think about that were in the story pertaining to these three words. Once this exercise is done go back and read excerpts from the story where these were used.

Have students write a complete sentence using the vocabulary words in their proper context.

ASSESSMENT:

Student assessment will take place during the discussion of the book. (Informal)

Students will be assessed on writing of adjectives. This is a great time to make sure students understand the meaning of descriptive words. (Informal)

Students will be assessed on the sentence writing project. (Formal)

References

The Standard & sol-based instructional resources. (n.d.). Retrieved on November 20,

2011from:

Yep, L. (n.d.) Breakiers Bridge. Retrieved on November 20, 2011 from: