Student Marcus Morris Tutor: Thomas Zoeckler

Date: 3/26/14 Lesson # 3

Common Core State Standard: CCSS.ELA-Literacy.RF.4.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. I can learning target (related to your goal for the reader and the Common Core): I will be able to read with accuracy, at an appropriate rate, and use expression. Text complexity: 24 Lesson Component Description of Planned Activities Time Outcomes and Comments (The reader and you)

Warm-up and reading for fluency Text introduction and reading

Text and level:

Text and level: Exploring Freshwater Habitats Level 24

Preview/text feature walk Record predictions

Remind to think

Prior knowledge: Can you think of any animals that live in Rivers? Preview: Today we will look at animals

about questions to ask andto lookfor a word(s) to clarify during reading

that live around and in the Rivers and the food chain of that habitat. We look at the pictures and headings for information we might learn in this text Predict: Before reading we need to make predictions. We will use the fab four chart to post the prediction. Use text or pictures to predict what will happen. Set a purpose for reading: While you read i want you to keep in mind your prediction to see if it is answered in the text. Be prepared to come up with a question as well and I will ask you to clarify a word as well. Point to these on the chart. I would also like you to try and focus on using some expression as you read through the

He predicted that he would learn about animals in and around rivers.

The first page he focused on using expression and focusing on the correct pauses, after the first page he lost focus and went back to a monotone voice and not paying attention to punctuation.

text. Try to focus on the punctuation and pause at the proper spots.

After reading discussion

Strategy use highlighted Verify predictions Reader talks about how he/she clarified a word (or an idea) Write a question Reflect on the helpfulness of the strategies

Clarify: On page 3 i saw a word: vast. I wasn't familiar with this word, so i used clues in the text to figure out what it was. The text said that, "On the way, it passes through vast plains and steaming tropical forests." o That makes me think that rivers Go through very large plains. o Check to see if word is in the glossary. o Now have student clarify. are there any words that you didn't understand? have them use text clues and pictures to find

He clarified Mediterranean sea on his his. He read through the sentence and then said, "I think that it is the name of a sea." I agreed and pointed to a mini map of the Mediterranean sea on the corner of the page, which solidified his answer.

He wanted to know what electric catfish eat, because there was a hide and seek type question at the end of the section. He found the electric catfish

meaning and then see if they can find it in the back of the book Question: Your questions should be related to what you just read in the text. If I were to ask a question( point to question on fab four chart) I would ask something like, "How does the river keep animals alive" Where would i locate this in the text. Do you think you have an answer to that question?" Now I want you to ask a question and then show me where you would answer it. Retell: Tell me everything you remember about this section of the book in as much detail as you can. Summarize: Look at the summarize section of the fab four chart.

and wanted to know more. Next time he wants to watch a video about electric catfish to find out more about them. If i were to do this lesson over I would have brought a video that contained information about the different animals in rivers, so i could hopefully clarify a question of his or use it before hand to strengthen his background knowledge.

He had a solid summary stating, "this story was about animals and where they live and how they are interdependent." He chose a great word to describe how they all rely on each other and he seemed proud of using, as though he had been

Lets point out some of the main ideas of this section. Guide student to create a summary statement that includes the main ideas. If somebody read this would they have a good understanding of what they were going to read in this text? What helped you as a reader today?

taught it earlier.