Sei sulla pagina 1di 5

LESSON PREPARATION AND EVALUATION Lesson Preparation #4 Teacher Candidate: Daphnie Peterson Title of Lesson: Ask 5 Ws and 1 H Grade

Level: Third Grade Subject Area: Comprehension Lesson Topic (What is the big idea?): Give the student a reading strategy to increase comprehension using the strategy Ask 5 Ws & 1 H & Answer (Minskoff E., Allsopp D., 2003, p. 173).

What standard(s) and/or IEP goal(s) will it address? IEP goal(s) Content Area: Phonics and Foundational Skills -CCSS.ELA- Literacy.RI.3.7 Integration of Knowledge & Ideas. Use information from illustrations and words in a text to demonstrate understanding of text (e.g. who, what, where, when, why and how key events occur) -CCSS.ELA-Literacy.RI.3.1 Key Ideas and Details. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers -CCSS.ELA-Literacy.RF.3.4a Fluency. Read grade level text with purpose and understanding. Main Objective of Instruction (What do you want the student(s) to learn?): Student will: 1. Build reading comprehension through a variety of activities. 2. Interact with text while using the strategy Ask 5 Ws & 1 H & Answer. 3. Repeat a 5 to 7 word statement about who, what, when, where, why or how of the text (See Birsh, 2011, Chap. 12, p. 371) Supporting Objectives: 1. Demonstrate knowledge of reading by answering the questions of who, what, when, where, why and how correctly 5/6 times. 2. Use of graphic organizer to help organize details of a text.

Specific Strategies to be taught/ modeled: Teacher will direct student how to use the 5 Ws & 1 H & Answer strategy and how to fill out graphic organizer. Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? 1. Use multisensory teaching a. Talk about how to use the strategy b. Do a picture walk and talk about story c. Teacher reads part of the story aloud d. Student reads part of the story aloud 2. Model how to use the strategy a. Use of I Do, We Do, You Do 3. Model and lead how to fill out graphic organizer What background knowledge do the students have? How will you assess students learning pre, during and post? They have good reading skills and fluency, but are unable to retell or comprehend about the text they have just read. While reading together, I will have student(s) look at the visual cue card about the strategy and fill out the graphic organizer as it relates to the components of the strategy. After the reading I will review all the details the student(s) have written. Further assessing whether or not they were able to remember more about what was just read. What management/grouping issues do you need to consider? This will direct instruction focusing on challenges in comprehension and story retell. I will provide genuine praise for correct answers and will positively redirect for incorrect answers.

Materials and Resources: Strategy bookmark Graphic organizer 3rd Grade level text- The true story of the 3 little pigs Pencil/pen Marker

Birsh, J.R (Ed.). Chap. 11,(2011). Multisensory teaching of basic language skills (3rd ed.), Baltimore: Paul H. Brooks Publishing Co. Minskoff E., Allsopp D. (2003). Academic Success Strategies: for adolescents with learning disabilities & ADHD. Baltimore: Paul H. Brookes

How/where will students be able to integrate (generalize) this learning? The student will be able to use this strategy in all content areas in the classroom and beyond. How will you evaluate the lesson (judicious review)? This concept will be evaluated in all subject areas. Teacher will review and make additional comments if needed. Teacher will then meet with student regularly until mastery level is reached. Lesson Title: Ask 5 Ws and 1 H and Answer Main Objective of this lesson: To use a specific strategy along with a graphic organizer to help identify the main elements in the story (who, what, when, where, why and how) to help with comprehension and retell (CONTENT-PROCESS) Opening: (SET How will you get the student(s) attention?) Relate lesson to prior learning. Communicate the objective of the lesson. 1. Have you ever thought that you could create a special place (folder) in your brain to remember what you have read? 2. I am going to show you a way to help you remember and make sense of what you are reading so that you can be able to tell anyone about the story.

Procedure: (Is this an informal presentation, direct instruction, or structured discovery?) Strategies (I Do): This will be a direct instruction lesson to teach story retell and comprehension. Check for Understanding- What will you ask? Student will use the given materials to begin filling out as the teacher reads the story.

1. components of the graphic organizer. 2. Teacher will stop and ask questions of the student about the components of the strategy and what information they have gotten from the story. Differentiation: In the beginning the student will answer orally to the: who, what, when, where, why and how questions and then slowly transitioning to writing the answers for themselves.

(PRODUCT) Guided Practice (We Do): 1. Filling out graphic organizer 2. Answering questions about the story using the strategy. Closure: Student(s) summarize, demonstrate learning of lesson. Independent Practice (You Do). Formally END the lesson. 1. Student will fill in parts of the graphic organizer independently using the strategy bookmark as a reference. 2. Write answers to the appropriate comprehension questions using the provided graphic organizer. 3. Share with teacher their final product. 4. Celebrate accomplishment.

Potrebbero piacerti anche