Lesson Plan 1

Teacher Candidate: Amber Chesney Title of Lesson: BCDE Reading Strategy Grade Level: Third Grade Subject Area: Reading Comprehension Lesson Topic (What is the big idea?): To teach the student the BCDE reading strategy. This strategy consists of: Bbefore reading look over what you are about to read, C- create questions to ask yourself while reading, D- during reading, keep the questions you wrote down in mind and write answers to them as you find them in the text, E- end of readinglook over the answers you wrote and see if you can answer them without looking. This strategy will help him to get the overall ideas of what he is reading. What standard(s) and/or IEP goal(s) will it address? Colorado Academic Standards (2010) Grade Level Expectation: Third Grade Content Area: Reading, Writing, and Communicating Standard 2: Reading for all purposes 1. Strategies are needed to make meaning of various types of literary genres. 2. Comprehension strategies are necessary when reading informational or persuasive text. 3. Increasing word understanding, word use, and word relationships increases vocabulary. Main Objective of Instruction (What do you want the student(s) to learn?): By the end of this lesson, the student will be able to independently use the BCDE strategy and will demonstrate his knowledge of it with at least 80% accuracy. This strategy will help him understand and retain the overall ideas in what he is reading by giving him pre-reading, during reading, and after reading tasks. Supporting Objectives: The student will be able to independently use the strategy as he reads any type of literature, and as a result, have a better understanding of the text and be able to answer comprehension questions and tell a summary of the text. Specific Strategies to be taught/modeled: This strategy consists of a pre-reading activity which will help activate prior knowledge, a question and answer activity during the reading, and a summation activity to do after the reading. These activities will help the student retain information about what he has read and improve his comprehension and background knowledge.

Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? Through assessment documented in the students IEP, the student has been determined to have low visual processing or, a significant weakness in the speed at which he is able to process visual information. (See appendix A). Because of this, I will need to be sure he has an adequate amount of time to look at the information and materials in order for him to be able to fully process the steps of the strategy. According to this students LD teacher, he is an auditory learner, so I will be verbally explaining the strategy to him. However, I will also give him the strategy in written form so that he has a copy of the strategy that he can refer to when he needs to use it at other times. This will also be a tool his parents can refer him back to when he is reading at home. Assessment: How will you assess students learning pre, during and post? Prior to the lesson, I will assess the student by asking him about what types of strategies he uses before, during, and after reading. During reading I will check for understanding by asking questions about why he made the predictions he made and the questions he chose to write on his index cards. After the lesson, I will assess the student based upon how he does using this strategy by himself, his ability to answer comprehension questions with 80% accuracy, and do a detailed retell of the story after he has read it. What student management/grouping issues do you need to consider? This lesson will be taught to an individual student so no grouping issues need to be considered. I will teach it in a quiet environment so that he will be able to concentrate better. I will provide student with a copy of the strategy so that he can refer to it and have the strategy to take with him. Materials and Resources: My materials will include: Level appropriate reading materials, a copy of the strategy for the student to refer to and keep, index cards, and a pencil. My resources for this lesson: Birsh, J. R. (Ed.). (2011). Multisensory teaching of basic language skills. (3rd ed, pp. 365-376, 385-391). Baltimore, MD.: Paul H. Brooks Publishing Co. Minskoff, E., & Allsopp, D. (2003). Academic success strategies for adolescents with learning disabilities & ADHD. (pp. 170-171). Baltimore, Maryland: Paul H. Brookes Publishing Co.

Generalization: How/where will students be able to integrate (generalize) this learning? The student can use this strategy for any reading activity across the curriculum and for his own personal reading. How will you evaluate the lesson (judicious review)? The student will answer comprehension questions about the text he read with 80% accuracy and will be able to use the strategy independently.

Lesson Title: BCDE Reading Strategy Main Objective of this lesson: The student will learn how to use the BCDE strategy. This will help him understand and retain the overall ideas in what he is reading by giving him prereading, during reading, and after reading tasks. (CONTENT-PROCESS) Opening: (SET How will you get the student(s) attention?) Relate lesson to prior learning. Communicate the objective of the lesson. I will ask the student what he does before he begins to read a story and what strategies he uses when he reads. I will ask him about his strategies and if he feels that they are working for him. Then I will tell him that I know a good strategy that is easy to remember that he can use when he is reading to help him get the overall ideas of what he is reading. Procedure: (Is this an informal presentation, direct instruction, or structured discovery?) This lesson is direct instruction with an individual student. Modeling Strategies (I Do): I will model the use of the BCDE strategy by reading a book to him. B: Before reading Look over the pages you are going to be reading, do a picture walk, look for words that are in a different type or boldness because they are important, make predictions about what you think is going to happen. C: Create questions to ask yourself while reading Write questions based upon your predictions, characters, events, or words you noticed when looking through the book. Write them on notecards. D: During reading Keep your questions that you wrote down in mind, when you find an answer to one of them, write it on the back of the notecard. E: End of reading Look over the questions you wrote down, see if you can find an answer for the ones you did not answer. Ask yourself the questions that you found answers for and try to answer them. Tell a detailed summary of the main ideas of what you just read. Check for Understanding- What will you ask? I will ask the student what the parts of the strategy are and how they can help him understand the overall ideas of the story better.

Differentiation: At the beginning of the lesson, the student will have full teacher support. The student will be expected to do most of the strategy on his own by the end of the lesson. (PRODUCT) Guided Practice: (We Do): The student and the teacher will use the BCDE reading strategy together as they read a short story. Closure: Student(s) summarize, demonstrate learning of lesson. Independent Practice: (You Do). Student will independently read a short story and implement the BCDE strategy by himself. Formally END the lesson. Discuss with the student how he felt about using the strategy. Was is difficult or easy for him? Did it help him understand what was going on in the story?

University of Northern Colorado Department of Special Education Program Mentor Observation Form Teacher Candidate Name: ________________________ Date: ___________ Time: _______________ Lesson Objective(s):

Indicators Comments/Observations ____________________________________________________________________________________________

Planning and Organization:

Provides lesson plan for field experience instructor Plans lessons which include: Set Relevant objectives or skills A variety of instructional strategies/materials Information and activities to support objectives Closure Structures class time to maximize student learning _______________________________________________________________________________________________

Classroom Management:
Establishes and maintains positive relationships with students Effectively communicates expectations and outcomes Sets behavior standards that are well communicated & consistently applied Responds appropriately to inappropriate or serious behavior problems Engages students through skilled questioning and use of wait time Uses questions to stimulate independent, creative and critical thinking Encourages students to use higher levels of thinking Makes appropriate accommodations for specific students based on need Maintains appropriate pace and transitions _______________________________________________________________________________________________

Instructional Strategies:
Makes appropriate instructional decisions in collaboration with general education teachers Provides all student with problem-solving and decisionmaking opportunities Provides students with opportunities to apply prior Knowledge

Reinforces/encourages learning efforts of students Demonstrates effective use of instructional grouping Uses effective modeling Monitors for understanding Provides immediate feedback Uses cues and prompts Develops materials which are appropriate and accessible _______________________________________________________________________________________________

Knowledge of Developmental and Diversified Needs:

Plans and/or implements instruction at appropriate levels Utilizes mediated scaffolding to ensure all students are able to participate Uses the diversity in the classroom as a resource to enrich the learning of all students Demonstrates knowledge of differentiated instruction and universal design for learning _______________________________________________________________________________________________

Use of Materials and Resources:

Uses a variety of media and technology Creates, adapts or obtains materials to meet individual needs Has materials, aids and facilities ready for use Demonstrates knowledge of assistive resources to support all students in the classroom ____________________________________________________________________________________________

Areas of Developing Proficiency:

Areas for Refinement:

Focus of next visit:

Next Observation Date: ________________________________ Time: _____________________ FE/Obs/07

Post Observation Conference

Teacher Candidate: _______________________________ Date ___________________ Field Experience Instructor: __________________________ Lesson ________________

I.

As you reflect on this lesson, what are some strategies that worked? What captured your attention?

II.

What did you notice about the students? Where there specific challenges?

III.

What will you take away from this lesson to apply to your future lesson planning and teaching?

IV.

What specific strengths are you developing in your teaching?

V.

What are some areas of challenge on which you need to focus?

Goal for next observation: _________________________________________________

Self-Reflection
To be used by the teacher candidate after observation by the Field Experience instructor and post conference

Name ___________________________________________ Date ________________________________

Directions: Reflect upon the overall lesson and write a reflective narrative about the experience using the three-part organizer below.

Description: (Include information about the students, the content of the lesson itself, the materials, the timing and fit of the lesson for the school/curriculum and your students needs, and your preparation.)

Impact: (Discuss student engagement, student behavior and student success with the learning outcomes for the lesson, as well as reflecting on what went well and what didnt go so well with your instruction.)

Intent: (Based on this lesson, what are some future ways you could improve student learning, i.e. materials, pacing, learning styles, etc.? And explain changes you will explore in developing a more effective lesson if you were to teach this lesson again.)