DIFF 590

Amy Danler
4/14/16
Second Grade Resource Room
Lesson: Caring for the Earth
High Frequency Words & Reading Comprehension
Unit essential questions:
How can identifying common sight words make one a more fluent reader?
What helps me to make sense of what I read?
Lesson question:

What are the high frequency words (when, we, for)?

How does summarizing content in text help me to be a better reader?

Lesson objective:

Assessment:

Recognize and read grade-appropriate

irregularly spelled words. Read the following
tricky words: when, we, for
Ask and answer such questions as who, what,
where, when, why, and how to demonstrate
understanding of key details in the story

One Minute Sight Word Read Checklist

Quick Check Reading Comprehension
Assessment

IEP goals addressed:

Student will be able to identify 125/200 FRY words and integrate them into his everyday
reading and writing at his current level in 2 out of 4 trials.
After reading a story at instructional level, student will identify the main idea and two supporting
details with 80% accuracy 4 out of 5 trials.
Scaffolds/supports/accommodations provided:

Write each high frequency word on the board and read aloud with students.

Teacher will spell each word aloud while students write each letter on top of their desk

Have students practice spelling high frequency words in the air

Students will find a sentence in the book that contains the high frequency words (when, we,
for) and read sentence out loud to a partner

Have student create oral sentences using the high frequency words (when, we, for)

For sight word fluency check, students will orally state words as teacher points to them for
one-minute or if student masters the sight word check in less than a minute, they will be
timed as to how long it takes them to read list of words.

Teacher will ask students leveled comprehension questions from Caring for Earth (i.e. level
1: What can people place to care for Earth? Level 2: How do people save water and
electricity? Level 3: What are some ways families can care for Earth?)

Students are to take quick check reading comprehension assessment on Raz-Kids reading
computer program that allows them to listen to questions and answers.

Opening:
Teacher will display focus question, How can we care for Earth? on the chalkboard to
begin lesson. Students will then be asked to share their experiences with taking care of Earth.
Students will be asked to share what they have done, including planting things, recycling, saving
water, and so on. Information will be recorded by teacher on the chalkboard. These beginning
activities will help build background for the lesson.

Procedure:
Teacher will continue lesson by explaining to students that engaged readers make
connections between what they already know and new information they read. Teacher will
point out from what is written on the chalkboard about what they already know, helps them
better understand and enjoy what they are reading. Students will be asked to partner up and
discuss any connections to prior knowledge they made.

Next, teacher will continue lesson by reviewing with students the three high
frequency words (when, for, we) that are used throughout the text. Students will have been
previously assessed on One Minute Sight Word Read Checklist containing texts high
frequency words and will be assessed today for the final day at the end of the lesson for both
fluency and automaticity.

Students will be asked to find a sentence in the book that one of the high frequency words
(when, for, we) is found and will be further asked to read aloud the sentence containing the
word. Students will then be asked to create an oral sentence using the high frequency word
they found (i.e. When will it be time for lunch?)

Next, students will be asked to listen to the reading of the story, Caring for Earth, on RazKids Reading Computer Program twice. Students will be asked to think about the questions,

What can people plant to care for Earth?, How will reusing and recycling help the Earth?,
How do people save water and electricity? as they independently listen to the story.

Students will then return to worktable with teacher to each orally read the story aloud for
further comprehension and fluency. Questions will be revisited as students read and
discussion will occur. Teacher will monitor the students understanding from questions asked
and students will also be encourage to support their answers by citing evidence from the
book.

Closure:
In conclusion, both students will be given an opportunity to take Quick Check Reading
Comprehension Assessment on Raz-Kids Reading Program in which both questions and
answers are verbally read and students choose correct answers. Upon completion of quick
check students will individually be assessed on sight word recognition, fluency, and
automaticity using One minute sight word read checklist. Students will document progress
on checklist.

Materials:

One Minute Sight Word Read Checklist

Leveled Reader, Caring for the Earth
Crayons
Caring for Earth Quick Check Assessment or Online Raz-Kids Reading Program Quick
Check Assessment