Shared Reading Lesson Planning Clinic Worksheet

Corps Member: / Amanda Bumsted / CMA: / Herneshia Dukes
Lesson Plan Date: / 6/14 / Grade Level: / 5th / Content Area: / 6/19
STEP ONE
Vision-Setting
Objective
What do my students need to know/be able to do by the end of this lesson?
Consider:
Does your objective contain a verb, literary element, and reading strategy? If not, you will need to “complete” your objective before you write your Key Points. / SWBAT summarize a text (or portion of a text) by identifying important details.
WE NEED A GRAPHIC ORGANIZER FOR THIS LESSON!
Text Choice
What authentic text will you use to support performance of this objective? You may use the same or different texts for Read Aloud and Shared Reading. / Multiple nonfiction short story texts.
Key Points
These tell the knowledge and skills students need to master the objective. Strong key points are:
  • Accurate – Is this the “right stuff?” Do the key points encompass: 1) the what (content, concept, or knowledge)?; 2) the how (process or steps)?; 3) the why (link to broader vision and goals)?
  • Appropriate – Is this at the right level of rigor? Am I driving toward both short-term and long-term success? Do I have the right amount of content for this lesson? Is this in the right order to build student mastery? Will this language be meaningful to my students?
All lesson methods will drive toward student mastery of the key points.
Reading Comprehension-Specific
  • WHAT: Define literary elements
  • HOW: Explain how to use the reading strategy, using the format “In order to [do the objective], a good reader ______, so that they can better understand the text.”
  • WHY: Motivate students to read the book, apply the objective, and use the strategy
/ DO NOW: Tell students a personal story and ask them to pick out what they think are the most important details.
What:
A summary is expressing or covering the main points briefly.
An important detail is an idea that is necessary for the paragraph to make sense
How:
  1. Students will identify important details in each paragraph. Student will know this is an important detail because if you removed the text, the story wouldn’t make sense.
  2. Go through the important details and choose the most important detail from the beginning, middle, and end of the story.
  3. Combine details to create a summary of events that took place in the text.
Why:
Reading is crucial in life and people will always need to process information from labels to understanding presidential debates. Students will constantly need to summarize and identify the main idea in all aspects of life. This skill is crucial for college as students will need to quickly identify the main idea from lectures, presentations, etc. Processing, synthesize…
Informal Assessment (for this lesson)
This gives us formative data about whether students mastered the objective and, if they didn’t master it, where they stumbled along the way. Strong assessments are:
  • Aligned – Does the assessment test the knowledge, skills, and thinking required by the objective?
  • Scaffolded – Will the assessment tell us both whether students are mastering the objective at the right level of rigor and also if and where their learning is breaking down?
Lesson assessments inform our method choices, our ongoing checks-for-understanding during class, and where we pick up with our instruction the next day.
* Please also include an Exemplar Student Response that demonstrates a clear illustration of mastery at the desired level of rigor.
Reading Comprehension-Specific:
Your assessment should measure students’ ability to:
  • Perform the objective, and
  • Explain their thought process or rationale
/ Please read the passage and answer the following questions.
When Faith Ringgold was a child, many African Americans had dreams of a better life. Faith dreamed of reaching people, like her favorite musicians did. Her mother took her to see Duke Ellington, Billie Holiday, and Ella Fitzgerald. She liked the way they used their music to talk to people.
Faith reached people through her art. She created story quilts. Story quilts are paintings that tell stories. They often have words written on them. Instead of frames, these paintings have quilted borders. A children’s book editor saw one of Faith’s story quilts. She thought it would make a great book. The story quilt became the basis for Faith’s first children’s book, Tar Beach.
1. Who made Faith dream of reaching other people with her art?
A. Her favorite musicians
B. Her mother
C. Her favorite artists
D. Her sister
2. What is a story quilt?
A. A quilt made for a storyteller
B. A painting that tells a story
C. A children’s book about quilts
D. A quilt made from fabric
3. What is the best summary for this story?
A. Faith Ringgold saw many famous people when she was young, liked how music spoke to people, and liked children’s books.
B. Story quilts are paintings that tell stories
and often have words written on them.
C. Faith Ringgold dreamed of reaching people, created story quilts, and used her art to make children’s books.
D. Faith’s first children’s book was Tar Beach.
4. Why is this the best summary?
It’s the best because it has an important detail from the beginning, middle, and end of the story.
Vocabulary Words
Choose 3-5 words that you will teach to ensure that students’ understanding of the big ideas in the text is not inhibited.
Write a student-friendly definition and real-life example for each word. Record the page number of each word’s first appearance, so that you know where to stop to discuss it.
Connection to the Reading Comprehension Summer Achievement Goal
Why is this important?
How does it connect to our larger goals? / Students are adding to their readers tool box. They are looking at texts with a critical eye to gather information.
Investment
Why will students be interested/engaged/invested? What can I do to increase their interest/engagement/investment?
STEP TWO
Determining Methods – Shared Reading Component
  • If you teach students with special needs, consider the following questions as you create your agenda.
  • What accommodations and/or modifications will my students need, and how will I provide them?
  • How will I differentiate for students who need more/less time?
  • How will I differentiate for students who need explicit language support with vocabulary or pronunciation?
  • How will I group students and/or use an instructional assistant?
  • If applicable, CONSULT/REFERENCE SPECIFIC IEPs.
  • If you teach English language learners, consider the following questions as you create your agenda.
  • What are the specific language demands (listening, speaking, reading, and writing) required of my objective, and how will I scaffold them?
  • How will I teach students the vocabulary, language structures, and prior knowledge they need to meet the objective/complete the assessment?
  • How will I provide students with the resources they need (e.g. word banks, dictionaries, pictures, partners)?

Creating a Detailed Agenda
When planning lesson methods, consider these 3 overarching questions (in addition to the more detailed questions below and on the LP template):
  • Are these methods driving toward the right stuff? (Is the action being informed by both parts of my vision – both the daily lesson vision and the summer school vision?)
  • Am I gradually releasing responsibility to students such that they are set up for success? (Am I providing just enough, but not too much, support?)
  • Are students actively and meaningfully engaged throughout the lesson? (Am I making sure this lesson treats students not as passive receptacles, but rather as active participants in the learning?)
Note: The order listed below represents how some teachers backwards plan their methods. You can proceed in the order that makes the most sense to you, being certain to always keep the end in mind (i.e., the ultimate student outcomes reflected in your daily lesson vision) as you plan methods.
Post Reading (Independent) –
  • How will students practice applying the objective and using the reading strategy independently? (this is your lesson assessment)
  • How will students share what they’ve learned about the strategy, the literary element, and the deeper meanings in the text?
/ -Students will be given the text “No More British Taxes!”
-They will also be given a graphic organizer to fill in while they are reading.
-Students will be instructed to go through each paragraph, just as we did in GP, and choose the most important details, from each paragraph and write it into the GO.
-Once students have gone through the whole story, they need to go back and choose the most important detail from the beginning, middle, and end.
-Students will write a one sentence summary with a detail from the beginning middle and end.
-After students are finished we will go over this as a class and fill in the chart with their answers.
During Reading (Guided) –
  • When and how will I model performing the objective and using the strategy? (1-2 instances; include page numbers)
  • When and how will I stop to prompt students to think individually or with partners about strategy use to understand the literary element? (include page numbers)
  • When and how will I stop to prompt students to share their thinking with the class so that I can coach and correct? (include page numbers)
  • When and how will I challenge students to build off the conclusions they have been reaching to access a deeper meaning in the text? (include page numbers)
  • When and how will I ask students to practice applying the objective and using the reading strategy independently? (include page numbers, if applicable)
/ -Students will be given the text, “The Speed of Fright”.
-There will be a graphic organizer on the board that we will be filling out together.
-Read the first paragraph. Ask students what the most important detail from this section is.
Someone give me an idea of what they think the most important detail from this story is…
-Fill information into the chart
-Continue on with each paragraph… there may be more than one important detail. Fill in the chart as you go along.
-Go through the important details and instruct students to think about what they think the most important detail from the beginning, middle, and end is. Tell students that they need to make one food sentence that can tell someone who has never read the story, what it is about.
-Write students’ responses in the chart and discuss why these are important details. Refer to key points!!
Pre-Reading (INM)–
  • How will I pique students’ curiosity to get them interested in reading this text?
  • How will I activate prior knowledge?
  • How will I provide necessary background knowledge?
  • How will I set the purpose for the lesson (we’re going to do X strategy in order to help us better understand Y literary element)?
  • How will I quickly teach knowledge (“what”) key points (e.g., what is a “character trait”) and skill (“how”) key points using examples students can relate to?
  • How will I introduce vocabulary words?
  • What shared reading structure will I use (echo, choral, partner, etc.)?
  • How will I set behavioral expectations?
/ A summary is expressing or covering the main points briefly. Good readers are able to find the summary of a text in order to recall the important parts of what they’ve read. It’s also important to summarize when telling someone else about what you read. You can’t tell them every detail in the story because it would take forever!
To write a summary, you first must find all of the important details. An important detailis an idea that is necessary for the text to make sense. Generally, there are one or two important details in each paragraph.
Read The Perfect Mix and model filling out the graphic organizer while reading. Find 1 – 2 important details from each paragraph.
Once you find your important details, we need to choose which ones are the MOST important. We need to make sure that we have one important detail from the beginning, one from the middle, and one from the end.
After finding your three important details, put them together to make a one-sentence summary.
Check Your Plan…
Look at the objective and daily lesson vision, and then examine each component of your detailed agenda.
  • By the end of the lesson, will students be able to do exactly what the objective requires?
  • How will students be working toward the key points during each component of the lesson?
  • Will students be interested, engaged, and invested throughout the lesson?

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