Candidate: Natalie Peyton Date: 2/1/18 Subject(s): Reading

School: Nashua-Plainfield Grade Level: 4th Grade Student #: 16

Cooperating Teacher: Kayla Wolf
Lesson Title: How Reading Skills Apply to Books and Real Life
Standard(s): RI 4.6 Compare and contrast a firsthand and secondhand account of the same event or
topic
RI 4.10 Read and comprehend informational texts
The 4th grade students will be able to discuss in a small group meeting how their
Objective (cognitive): reading skills they learned applied to their small group book and read 3 out of 4
of their skills aloud with 75% accuracy.
The 4th grade students will be able to appreciate how what they read and the
(affective): skills they learn while reading can apply in real life, like touching and seeing a
real life tortoise with 100% accuracy.
The 4th grade students will be able to collaborate will other students in small
groups to make sure they can apply reading skills to the book they are reading
(psychomotor): and agree on what to write down with 3 out 4 skills done correctly (75%
accuracy).

Book(s) or Supported Reading(s):

- Owen and Mzee used in Journey’s series
- Variety of small group books
Materials & Supplies LISTED:
 Journey’s books
 Small group books
 Paper
 Pencil
 Whiteboard/markers
 Tortoise
Anticipatory Set/ Enticement (Pre-reading & Prerequisite Skills):
 To begin class, students will review the reading skills they have been working on that week. They are taught a
set of skills each week that goes along with Journey’s story and are then expected to take those skills and apply
it to the book they are reading for small group and the book they read to self. The skills taught to them this
week were.
o Compare and Contrast
o Fact and Opinion
o Analyze and Evaluate
o Suffixes -ed and -ly
 As a class, I will call on students to review what each of those skills mean and a quick example from how they
used it in their Journey’s story this week, Owen and Mzee.
 After reviewing the skills, students will be split up into their small groups and begin working on those skills with
the chapters they are reading that week.
Modeling/ Explanation (I can):
 While students are working in small groups, I will pull aside 2 groups to meet with them and check how they are
understanding the skills and the assigned small group books they are reading. Once they come back to the back
table. I will ask them some questions about their book. Example questions are:
o How are you liking the book?
 o Explain to me what has happened so far in the book.
o Did anything surprise you about what you read?
o What are your predictions for what will happen next?
 After some discussion about the book, we will discuss the skills paper they turned in on Monday. I am checking
to make sure they mastered those skills when using them with the small group book. The skills discussed in the
meeting are what they were taught last week and the skills they are working on this week will be turned in
Monday and I will review it with them next week. The skills they are focusing on this week in small group is:
o Summary
o Suffixes -ion -ition -ation
o Main Idea and Details
o Sequence of Events
 I will have them look at their sheets of paper that should have the 4 skills listed on it and examples they found of
each skill in the book. I will have them go around and each share what they wrote down. For summary I will
double check they did not just copy it out of the book and it covered the whole chapter. For main idea and
details, I will check that each of them understand that the main idea is what you learn in the chapter and details
must support it. I will then have them share their sequence of events by going around the table and making
sure everyone agrees that that is the order that it happened in the book. Lastly, I will have them share any
words they found while reading that have the suffix -ion, -ition, and -ation.
 I will do this with both groups to make sure each student gets individualized attention and making sure they are
understanding the skills from last week or if we need to go back and review them.
 When students are not meeting with me, they are in charge of reading their assigned chapter and starting to
apply what they read to the skills of this week.
Guided Practice/ Engagement & Exploration (We can):
 For guided practice, I will bring the class back together and tell them I have a surprise for them today.
 I will ask the class, “What story did we read as a class this week?” The story is Owen and Mzee. I will then ask,
“Who were the characters of this story?” The answer will be a tortoise and a hippo. I will then share with the
class that I have brought a baby tortoise today so they can see what it would look like and can make even
deeper connections to the story they read.
 Before getting the tortoise out, I will go over safety guidelines with the tortoise.
o We must treat the tortoise with care
o You do not have to touch the tortoise if you do not want
o You may feed the tortoise if you ask
o We will have a chance to hold and touch the tortoise, so be patient
o Do not drop the tortoise
o After touching the tortoise, you must wash your hands.
 I will then let the tortoise walk on the floor, with the students watching. I will allows students to take turns
holding, touching, and feeding the tortoise. As we are watching the tortoise, I will ask them questions that
relate to the reading the skills they have learned this week.
o Compare and Contrast: How does this tortoise compare to Mzee? (Mzee is 130 years old, this one is 2
years old, Mzee was bigger than this one, this tortoise has more color, they both like eating greens, and
they are both tortoises.
o Fact and Opinion: Here are some facts about tortoises. What is your opinion about this tortoises or
tortoises in general? Which of these are facts or opinions? (students will give a thumbs up or down.)
 A tortoise is a turtle, but a turtle is not a tortoise. (turtle has more webbed/flipper feet with long
claws and flatter shell. Tortoise, elephant like feet, heavier, domed shell. FACT
 A group of tortoises is called a creep. FACT
 I think tortoises can’t feel when I touch their shell? OPINION (they do feel when we touch their
shell).
 Live to be 150 years. FACT
  I wish I could sunbath in the sun like a tortoise does all day. OPINION (do like to sunbath)
 Tortoises have no teeth, but strong mouths
Independent Practice/ Elaboration (You can):
 After applying the reading skills to their small groups and to the tortoise, they will then have time to
read to self.
 During this time, students are expected to apply the skills they have learned in class and apply it to the
book they are reading. They can mark places in their book where they find examples or write it down.
Closure:
 To end class, I will bring the students back together to share out what they found. They will share if
they found any of the suffixes and then give an example of either compare and contrast, fact and
opinion, and analyze and evaluate.
 Students will then hand in their small group paper with the skills written on it and if it is not done, it
becomes homework.
 If time, we will reflect on reading a story and then seeing a real life tortoise.
Assessment/ Evaluation
 Students will be assessed on participating in small group discussing and sharing their 4 skills by
applying it to their small group book with 3 out 4 correct (75% accuracy).
 Students will be assessed on appreciating real life animals and how it relates to what they are learning
in reading class with 100% accuracy.
 Students will be assessed on how well they collaborate with their small group and if they can work
together and give ideas to find and use the skills in their small group book with 3 out 4 skills done
correctly (75% accuracy).
Enrichment/ Extension
 If there is extra time, students will have the opportunity to apply all 4 reading skills to their read to self
book and create a visual representation of either compare and contrast or fact and opinion, to show
the class what they learned from their book.
Modification/ Differentiation:
 Students that are struggling can either type, read into a computer, get assistance from a teacher to
write, or orally discuss what skills they found in their book. This will allow the teacher to know they
understand the skills, but do not struggle if having to try to get it all down on paper.
 TAG will compare how they used their reading skills in the narrative nonfiction Owen and Mzee and
how that relates to how they use their skills in either their small group or read to self book.