LESSON PLAN FORMAT West Virginia University Teacher Education Preservice Teacher: Katy Prucnal Grade level/Age: 2nd

Grade Subject: Reading Comprehension/Fluency School/Center: East Park Elementary Time of Day: AM Date: 1/23/2012 Signature for Approval: _______________________________________

Learning Focus: (What will students learn during this lesson?) Students will be working on their comprehension and fluency skills by reading a decodable reader and advanced reading passage. Materials: (including media and technology if appropriate) Decodable reader Advanced reading passage Prerequisites: (What should students already know or be able to do? How will you determine that?) Students should have basic reading skills. Learner Differences: (Without identifying individuals, what learning differences including special needs and diversity are present in this class?) Give open ended questions / Peer or partner read State Standards and Objectives: (Include State Technology Standards if appropriate.) CSOs:
Content: http://wvde.state.wv.us/p olicies/csos.html

Objectives: (What will students know and be able to do? State in measurable, observable terms, identifying what behavior will denote mastery.) The students will:

Assessment: (Assessments must match objectives. How will you know that students achieved each objective?) The students will:

RLA.O.2.1.6 read Students will read the decodable and Students will be assessed by written familiar stories, poems advanced passage aloud to practice their observations by the teacher. and passages with fluency skills. fluency: appropriate rate accuracy prosody RLA.O.2.1.10 respond to Students will answer questions asked by Students will be assessed by the both literal and the teacher after each page of the answers they give orally. interpretive decodable. They will also make predictions comprehension at the beginning of the story. questions after reading a short story selection that is developmentally appropriate 21st Century Standards: http://wvde.state.wv.us/policies/p2520.14_ne.pdf 21st Century learning skills: 21st Century tech tools: Standard 1: Information N/A N/A and communication skills Standard 2: Thinking N/A N/A and Reasoning Skills Standard 3: Personal N/A N/A and Workplace Skills

Revised 1/27/10

Procedures: For each procedure listed below, describe in detail how you will modify instruction for the diverse learners in your class. Introduction (How will you, the teacher, get students interested in the lesson?) Teacher will discuss with students the title and author of the story. Together, they will look at the front cover of the book and make predictions of what they believe the story will be about. Development (What will you do? What will students do? Include your teaching strategies, management strategies and transitions.) 1. Students will be given a decodeable and will be asked to specify the title and author of the story. 2. Students will be asked to examine the front cover/picture and be asked to make a prediction of what they believe the story will be about. 3. Students will take turns reading a page and at the end of each page retell what they had just read. They will also be asked questions such as Why do you think that event occurred? What do you think will happen next? etc. 4. At the end of the book, students will be asked What was the first thing that happened? What happened in the middle of the story? What happened at the end of the story? 5. Students will then repeat the process with the advanced reading selection and be asked to make comparison (if any). Closure (How will you bring closure to the lesson?) Students will make a text-to-self connection with the story and/or passage they had read.

Revised 1/27/10