RED 331-101

Mrs. Simpson

Reading Block Lesson Plan

Jacquelyn Poirier

12/01/10

Reading Block Planning Sheet

Name  Jacquelyn Poirier__________   School                                               __ Grade Fifth___

Reading Street – Unit  3_, Week _1_, Day _4_

Objectives: List objectives for the entire reading block.

• TSWBAT determine the author’s purpose in writing the selection.
• TSWBAT determine the genre of the selection.
• TSWBAT read fluently with a partner, emphasizing tone of voice.

 Evaluation:  Tell how you will evaluate each objective.

• The teacher will ask the students to determine the author’s purpose in writing the selection by stating it orally.
• The teacher will ask the students to determine the genre of the selection by stating it orally.
• The teacher will listen to students reading fluently with a partner, listening carefully for emphasis in their tone of voice.

Materials: List all materials that will be used during the reading block.

• Reading Street: Teacher’s Edition

• Story: “Becky Schroeder: Enlightened Thinker”

• Reading Street: Student’s Edition
• Reading Street workbook
• Leveled Readers for all groups
• Empty Headed poem (copy for each student)

For the next 2 sections, explain your teaching procedures and/or explain what the students will be doing.  Please make sure that you are covering all of the objectives.  **Add in at least one additional resource or activity to supplement Reading Street.  Please mark the additional resource/activity in bold print.

Whole Group Instruction:

• Begin by asking students the assigned question of the day.

• Remind students of our strategies for the week: the comprehension strategy focuses on story structure, and the vocabulary strategy focuses on context clues.
• Ask the students to follow along silently to themselves as I read “Becky Schroeder: Enlightened Thinker”, aloud.
• Remind students to listen carefully to be able to determine the author’s purpose when we are finished reading.
• Ask them to pay attention to my tone of voice as I read.
• Preview genre and text features. Ask students to predict based on what they see.
• Read the story aloud, making sure students are following along in their books.
• Ask students “What is the author’s purpose?” Let them respond.
• Give careful instructions for meeting with small groups. Be specific about independent class work activities.
• “If you are not in small group with me, you are quietly completing your independent work.”
• Call small groups to meet. (Blue and Yellow)
• Additional Resource: poem (Empty Headed) for shared reading so they can practice fluency and tone of voice with a partner.

Independent Activities:

• Visit the Library Center
• Complete/Finish pages in Reading workbook
• Work on inquiry projects
• Small Group Instruction:  Use the attached form for planning for small groups

After you teach the entire reading block, complete your reflection.  In your reflection please explain what went well, what you would do differently if teaching this same lesson again, AND tell at least one thing you would do differently in your own classroom.

Professional Reflection:

• The instructional objectives were met and I know that the students learned what was intended because they met the behavioral objectives and were all participating and able to ask and answer questions about the reading selection.
• I know that the students were productively engaged because they were busy working and they had work to show for it.
• I did not alter my instructional plan as I taught because I planned it out very carefully and thoroughly and the students were engaged and attentive.
• Additional assistance, support, and/or resources that would have further enhanced this lesson could have included some interactive Smart Board activities.
• I had the opportunity to teach the lesson again to the same group of students, I would not have done anything differently because everything worked out as planned and the students completed their work thoughtfully and efficiently.

Small Group Plans for _Thursday 10/28/10_

Group: Blue

Title of Text:  The Patent Process                                                                       

Author: _Donna Latham_________________   Level: Advanced Reader__

Strategy/Skill Focus: Story Structure/Author’s Purpose

·             Ask them directly about the story structure

·             Ask them what the author’s purpose of this story is

Vocabulary (Word Work Focus): Context clues

Vocabulary words: clients, intellectual property, patent attorney, eligible, notary, patentee, exclusive rights, patent, provisional patent

Extension Activity: Have students do “Now Try This” on pp. 22–23 of The Patent Process.

Group: Yellow

Title of Text:  The Story of Flight_________________________________

Author: _Rena Korb____________________   Level: On-Level Reader __ 

Strategy/Skill Focus: Story Structure/Author’s Purpose

·             Ask them directly about the story structure

·             Ask them what the author’s purpose of this story is

Vocabulary (Word Work Focus): Context Clues

Vocabulary words: admiringly, permit, scoundrels, subject, worthless

Extension Activity: Have students write sentences with their vocabulary words using context clues in the story.

Small Group Plans for _Tuesday 11/02/10_

Group: Blue

Title of Text: _Cheaper, Faster, Better: Recent Technology Innovations __

Author: _Cynthia Swain_____________________________   Level: _Advanced Reader_

Strategy/Skill Focus: Draw Conclusions/Answer Questions

·             Ask them what types of conclusions can they draw

• Explain the four kinds of questions:

• Right There (answer in one sentence of text)
• Think and Search (answer in several sentences throughout the text)
• Author and You (reader needs text plus prior knowledge to answer question)
• On My Own (reader needs prior knowledge to answer question)

Vocabulary (Word Work Focus): word structure

Vocabulary words: CD-ROM, Computer Age, computer viruses, e-mail, Industrial Revolution, Internet, search engine, telecommuting, word processors, World Wide Web

Extension Activity: Have students write a short description of a problem for which they'd like to find a high-tech solution and describe the solution. Encourage students to draw a picture of their solution as well.

Group: Yellow

Title of Text: _Adventure to the New World________________________

Author: _Gretchen McBride_______________  Level: On-Level Reader_

Strategy/Skill Focus: Draw Conclusions/Answer Questions

·             Ask them what types of conclusions can they draw

• Explain the four kinds of questions:

• Right There (answer in one sentence of text)
• Think and Search (answer in several sentences throughout the text)
• Author and You (reader needs text plus prior knowledge to answer question)
• On My Own (reader needs prior knowledge to answer question)

Vocabulary (Word Work Focus): word structure

Vocabulary words: blunders, civilization, complex, envy, fleeing, inspired, rustling, strategy

Extension Activity: Have students write 4 questions you could ask yourself about this story as you are reading.