COLLEGE OF EDUCATION AND ORGANIZATIONAL LEADERSHIP ED 468: INTRODUCTORY SUPERVISED TEACHING

Candidate: Irene Navarro Content Area: Reading Subject Matter: Reading Comprehension Lesson Content Description: Students will describe characters based on the thoughts, words, and actions of the characters, the narrators description, and other characters (Using Book: The True Confessions of Charlotte Doyle by Avi) Type of Lesson: Direct Instruction Instructional Strategies/Method of Delivery: Direct Instruction Note: The structure of this lesson is based on the schools reading program, Success For All (SFA) Content Standard: READING 2.4: Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge. ELD Standard: INTERMEDIATE COMPREHENSION Restate and execute multiple-step oral directions. Lesson Objective: All students will continue to answer reading comprehension questions and use evidence from the book to support their answers. Assessment: Formative: -observations -partner discussions -pulling sticks (random name strategy) Summative: - completed summary worksheet Lesson/Assessment Modifications: ELL: Special Needs ELL: vocab reinforcement, high partner ADHD: seated at the front of the classroom Technology: PowerPoint, Timer, Document Camera Date: 09/12/13[THURSDAY ] Grade Level: 5th Grade

INTO Anticipatory Set/Orientation *DAY 3 in Reading Packet will be completed today Start off with 5 minutes of Silent Sustained Reading (SSR) Vocabulary and Syllabication Partner Practice -Have them switch papers with partner and complete syllabication activity -As they are doing syllabication practice, give table points out and specific praise Words Out Loud- go over unit vocabulary on The True Confessions of Charlotte Doyle -Echo strategy with vocabulary words -Use PowerPoint to display words (model syllabication breakdown) State technology that will be used: PowerPoint, Timer Re-state Content Standard and Objective in student friendly terminology: Must tie into Assessment By the end of the lesson, you will answer questions based on the book we are reading Outline adaptations for EL and special needs students -EL: PowerPoint, Visuals, -ADD: seated at the front of the class, timer,

THROUGH
Modeling/Presentation (I do) Preview questions #1 and #2 -Have them highlight or underline key words in questions -Demonstrate this using the document camera Guided/Structured Practice (We do) Read page 24-30 (whole class reading) -Answer question #1 as a class Read page 31-33 (whole class reading) -Answer question #2 as a class Checking for Understanding/Formative Assessment (They do) Preview questions #3 and #4 In partners, have them read page 33-35 Have them answer question #3 and #4 based on reading State technology that will be used (consistent in through): Document Camera

Outline adaptations for EL and special needs students (consistent in through): -EL: modeling, seated with bilingual student -ADD: seated at front of classroom

BEYOND
Independent Practice/Summative Assessment/Closure Have them fill in the context of the vocabulary words they found in todays reading Have them do vocabulary practice and create a meaningful sentence (included in their packet) Go over answers found for question #3 and #4 State technology that will be used: Document Camera Outline adaptations for EL and special needs students -EL: partner work -ADD: seated at front of class for scaffolding for independent work