Learning Experience Template

Name: Rosa Kleinman

Date and time of the lesson: 3/29, 3/30
School: PS 20
Grade: 1
Cooperating teacher: Inna Djaniants
Room number: 208
Content area: Reading

Central Focus/Essential Question

Readers use everything they know to solve a word

Goal of Lesson
Students will be able to take charge for their reading by trying different strategies to help them
solve tricky words in their reading.

Common Core Standards

CCSS.ELA-LITERACY.L.1.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 1 reading and content, choosing flexibly from an array of strategies.

Prior Knowledge/ Key Misconceptions

Students have been learning reading strategies since the beginning of the school year. Now, they
are working on using those strategies and applying them to become more independent readers
becoming the Boss of their reading.

Materials & Resources

The Dinosaur Chase (mentor text)
Document Camera/Smart Board
Strategies Anchor Charts

Lesson Development

Connection: Tell a story. A few weeks ago my computer broke down. I took it to my friend who
knows everything about computers so that she could help me fix it. Right away, she looked at the
screen and tried to fix it but that wasnt the problem. Do you think she just stopped? No! She
stopped and looked at all the parts of my computer veeeeery carefully. And then she tried
something else. The most important part of the story is that my friend knew it was her job to fix
the computer, so she knew she had to think and try one thing. Then she would have to think and try
something else because she knew she would have to try different ways to solve the problem.

Teaching Point: Today I want to teach you that if you are in charge of your reading, you do
everything it takes to find out the hard parts. You try something and then something else to get the
job done. (add TP to anchor chart)

Modeling the TP: Readers, Im going to read the next part in Dinosaur Chase and it will be
your job to spot any problems. Watch and listen carefully. If somethings wrong, show me the stop
sign.
Read from Dinosaur Chase (from beginning)
p. 4: Big Dinosaur went on walking (text says waiting) for a long, long, time

Whats the problem? It says Big Dinosaur went on walking! Wait, that doesnt make sense because
he isnt walking anywhere. Youre right, I need to fix it up. Hmm, what can I try? Let me look at
the first part of the word. WalkingThe first part matches but it still doesnt make sense. Im
going to have to try something else.

What are some strategies I can try? (Refer to Good Habits for Solving Hard Words anchor chart)

Maybe I could look at the picture and check what is happening. Let me try that. I see Big
Dinosaur sitting outside the hole and it looks like hes watching the hole. Maybe the word is
watching. It starts with w and ends with ing. What do you think? Is it all fixed up?

Maybe I could try another strategy. I could look at all parts of the word. (read the word slowly)
W-ai-t-ing. Waiting! If I do a slow check I can see that all the parts match waiting and it makes
sense because Big Dinosaur is waiting for little Dinosaur to pop up.

This was hard work. But did I give up? No! I tried some strategies and then when I still didnt fix
the problem I tried ANOTHER strategy to get the job done.

Now its your turn to try this strategy out. Remember, if your reading breaks down, its your job to
fix it. Try something, and if it doesnt work, try something else! Ready? Go!

-Leave strategy post it up for students to see and read through it together
-Have students practice the strategy on the rug in their own book and then share with their reading
partner how they did it.

Differentiated Instruction
Guided Reading w/ Vivian, Tammie, Jia Ying, and Stephon D.
- Repeat alphabet and letter sounds
- Repeat snap words
- Guided reading book: My Family. Go over vocabulary, sight words (sky/desk write), and
each student reads the book quietly.
- Do a quick running record of each student
- Encourage students to read the books 3-4 times-this helps them learn the words and also to
smooth out their voice
- -Review snap words from previous sessions
- -Use visuals to demonstrate family members names (Mom, Dad, Grandma, etc.)

High Group (comprehension)--Inna

Assessment
Listen in on partner reading (Inna)
Ongoing during instructioncan students name strategies they can apply when they need to fix up
their reading? Can they identify places to use strategies?
eson