UW-Platteville SoE Lesson Planning Template

Name: Jim Addison Lesson Title: Guided Reading Grade level(s)/Course: 5th Grade Date taught: February 25th, 2013 GENERAL CONTEXT Textbook or Instructional Program referenced to guide your instruction (if any) Title: Meet The Ojibwe Barbara Brooks Simons Publisher: Houghton Mifflin Harcourt Date of Publication: N/A District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction. This lesson is only instructed by the pre-student teacher for one group. The cooperating teacher will instruct the remaining groups. Amount of time devoted each day or week in your classroom to the content or topic of your instruction. 60 minutes is devoted to small group reading per day in which 20 is spent on guided reading. Describe how ability grouping or tracking (if any) affects your planning and teaching of this content. Students are grouped based on reading level within the small group setting. The group being taught excels in reading thus allowing harder materials presented to the students. List any other special features of your school or classroom that will affect the teaching of this lesson. Winskill has adopted the Journeys reading curriculum for all language, writing, and literacy skills. This is a requirement for all grade levels and will be required for future lessons. INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS Total students____5_____ Males____3______ Females____2______ Students with Special Number of Accommodations and/or pertinent IEP Objectives Needs: Category Students Students with IEPs 0 English Language 0 Learners Gifted 0 504 0 Students with autism 0 or other special needs Students with 0 Behavioral Disorders

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UW-Platteville SoE Lesson Planning Template

INFORMATION ABOUT THE LESSON Content Strand found within the Wisconsin Academic Content Standards or Wisconsin Model Early Learning Standards Reading: Informational Text Enduring Understanding and/or Essential Question Using context clues and inferring, can you define the vocabulary words highlighted? GLE(s) or EOC and Symbolic Notation CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including language such as metaphors and similes. CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CCSS.ELA-Literacy.RF.5.4 Read with sufficient accuracy and fluency to support comprehension. (fluency) Outcome(s) After reading and working through the story Meet The Ojibwe, the students will be able to define new vocabulary within the text and understand how the word is used within the text. Additional Outcomes (Not assessed): Students will be able to summarize the content within the story and include main ideas, key points, events, setting, etc. Students will practice fluency through reading aloud within the group. Academic Language related to the lesson Infer Predict Use Context Clues Summarize Decode Vocabulary words (listed under procedure) Prior Learning/Prior Thinking Through the Journeys reading program, students will have already experienced guided reading sessions and have an understanding of what is expected and how to respond accordingly. Although students have similar reading levels within groups, they may have a different level of knowledge pertaining to vocabulary in which this lesson stresses on. 2|Page DOK 2

UW-Platteville SoE Lesson Planning Template

LESSON IMPLEMENTATION Anticipatory Set/Elicit Prior Knowledge Students will be asked to gather at the back table during their small group lesson centers. While the text is being read, I will ask students if they are familiar with certain vocabulary words or know the definition. Focus/Purpose Statement The purpose of this lesson is to learn new vocabulary while understanding their meaning in relationship to the text, practice reading aloud while improving fluency, and understanding the text at hand through summarization and discussion. Procedures 1. After students have gathered at the back table, I will introduce Meet The Ojibwe and give a brief outline of the days lesson. Students will be asked what they believe the story will be about and why. We will use clues from the title and the illustrations on the cover to predict the content of the story. 2. We will start reading the story by reading aloud and taking turns after each paragraph. Students will be chosen at random and asked to read certain parts of the text. At this time, I will be focusing on improving fluency and comprehension within the text. 3. The teacher will stop at certain points in the story and ask questions. Looking at the map on page 1, does it look like the Ojibwe Indians would have lived in Lancaster? What type of area did this tribe live in? The desert? What was a big source of transportation for the Ojibwe Indians? How would you survive as an Ojibwe Indians? If you walked outside of your teepee, what sounds, sights, tastes, and feelings would you have/feel?

4. When a vocabulary word is highlighted we will stop for a brief discussion. Then I will elicit these steps: Students will be asked if they know the definition or have an educated guess based on context clues or inferences. I will give the definition and discuss how the reader used the word in the context. Students may be asked when they have heard this word or be asked if they can use it in a different sentence. 5. After finishing the reader, we will have a brief discussion about the content of the story. This focuses on the skill comprehension in which students will summarize and bring meaning to the text. 6. Last we will review the vocabulary words given in the text and define them. The words are: Reasoned, margins, envy, upright, bared, spared, nerve, banish, astonished, deserted Differentiation The cooperating teacher has already indicated reading levels and formed groups based on results. Students were distributed materials that are appropriate to their reading level. The group in this particular lesson is using a Level R, DRA 40 reader. Closure The end of the lesson will consist of a discussion in which we will talk about the story. The discussion 3|Page

UW-Platteville SoE Lesson Planning Template

will include a brief summary, main events, setting, characters, etc. Then we will review the vocabulary words in the reader and define them. Materials and Resources Table with 5 chairs Book: Meet The Ojibwe(apart of the Journeys reading program) Classroom Management/Democratic Practices Each student will have their own reader in this lesson which allows them to focus on the content without any distractions. Students will be asked to read a passage under the teachers discretion. Students will not be required to raise their hand during vocabulary questions because this is a discussion. Students are expected, however, to be respectful when others are talking or reading.

ASSESSMENT Before the lesson Gathering information about student knowledge Finding the reading level of the students is important before this lesson in order to differentiate the material appropriately. All information was already obtained prior to this lesson. Pre-assessment that may be used Previous material to indicate reading level or strengths/weaknesses. During the lesson Informal Formative Assessment I will ask questions while we read the text that pertain to comprehension and vocabulary. Formal Formative Assessment N/A At the end of the lesson Formative Students will complete chapter 17 in their Journeys workbook that is an extension of the lesson that has students use the vocabulary words learned in the guided reading. Summative At the end of the week, students will be assessed through a test that contains the context and concepts learned throughout the week. The skills learned in the guided reading lessons will direct the test but will not be the only content examined.

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UW-Platteville SoE Lesson Planning Template

REFLECTION 1. What was working? What was not working? For whom? Why? I feel that I have made great strides with guided reading. Choosing students at random may not be the absolute best practice for dividing parts to read, but it beats round robin every time. Students were more involved with the text. What I could have improved was interest boosting. Although students were more engaged, a student didnt seem very interested in the materials. I feel that I could have done a better job of showing interest myself and having that interest rub off onto the student.

2. What missed opportunities for student learning are you aware of that happened? Unfortunately I ran out of time during this lesson! I had questions prepared that went deeper than the apparent literal meaning in the text. Given only 15 minutes to do this lesson, I feel that I could have facilitated more learning with more time. I honestly feel that I needed 45 minutes to do this lesson the way I would have liked. 3. If you could do it over, what might you have done to take advantage of missed opportunities to improve the learning of students with diverse needs? I could not control the time I had and the speed at which students read. What I could control is how much we read. One aspect I have learned is quality is so much more meaningful than quantity. 4. In your own classroom what would you teach next to build on this lesson? First off, I would come back to this guided reading lesson. I feel that sometimes teachers rush through things and dont take a step back to make sure the lesson given was meaningful. Next I would have the students draw a picture of each of the vocabulary words that relate to the Ojibwe tribe. This makes the vocabulary more meaningful and examines the level of comprehension inside the guided reading activity.

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