READING INTERVENTON LESSON PLAN

GRADES: 6-8

INSTRUCTOR: Mr. Bord

LESSON TITLE: Introduction to Reading Vocabulary.

ESSENTIAL QUESTION: How and why do we talk about Reading?

CONTENT STANDARD:
Ohio Department of Education Standards for English Language Arts 612 College and Career

Readiness Anchor Standards for Reading

RANGE OF READING AND LEVEL OF TEXT COMPLEXITY (ODE pp 42)

10. Read and comprehend complex literary and informational texts independently and

proficiently.

LANGUAGE STANDARDS 68; Vocabulary Acquisition (ODE pp 64)

6. Acquire and use accurately grade-appropriate general academic and domain-specific

words and phrases; gather vocabulary knowledge when considering a word or phrase

important to comprehension or expression.

READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 68 (ODE pp 71-72)

1. Cite specific textual evidence to support analysis of primary and secondary sources.

2. Determine the central ideas or information of a primary or secondary source; provide

an accurate summary of the source distinct from prior knowledge or opinions.

3. Identify key steps in a texts description of a process related to history/social studies

(e.g., how a bill becomes law, how interest rates are raised or lowered).

4. Determine the meaning of words and phrases as they are used in a text, including vocabulary

specific to domains related to history/social studies.

5. Describe how a text presents information (e.g., sequentially, comparatively, causally).

6. Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded

language, inclusion or avoidance of particular facts).

ISTE STANDARDS:

1d. Students understand the fundamental concepts of technology operations, demonstrate the

ability to choose, use and troubleshoot current technologies and are able to transfer their

knowledge to explore emerging technologies.

2b. Students engage in in positive, safe, legal and ethical behavior when using technology,

including social interactions online or when using networked devices.

3a. Students plan and employ effective research strategies to locate information and other

resources for their intellectual or creative pursuits.

STUDENT OUTCOMES:

A. Students will KNOW...

1. Author

2. Narrator

3. Publisher

4. Contents

5. Index

6. Chapter

7. Preface

8. Summary

9. Plot

10. Theme

11. Characters
12. Setting

13. Fluency

14. Comprehension

15. Vocabulary

Students will be able to demonstrate better understanding of Reading/Writing conventions and

comprehension of what they read, including being able to discuss the Reading specific

vocabulary listed above as they relate to a specific text.

ASSESSMENT:
1. Students will use internet resources to research the vocabulary listed above and provide a
brief definition for each term given.

2. Students will select a book to read and review.

3. Students will review/summarize the book using ten of the fifteen vocabulary terms to write
1-2 sentences for each of the ten terms to discuss the elements of the book that they chose.

Students will make an oral presentation to the class, accompanied by a digital presentation
(Prezi/Powerpoint/HaikuDeck) discussing the book that they read using the vocabulary for this
unit.

LEARNING PLAN:

Day 1. In class discussion of the unit including lesson assessments and vocabulary terms.

Day 2. Students visit the library, select a book and begin online research of vocabulary terms.

Day 3. Students complete any unfinished research/definitions and read in class.

Day 4. Students discuss as a class their findings about vocabulary terms.

Day 5. Students begin presentations using what they know and continue reading in class.

Day 6. Students complete their presentations.

Days 7 & 8. Students present their work to the class.

RUBRIC:
Mr. Bord; INTRODUCTION TO READING VOCABULARY
CATEGORY 4 Points 3 Points 2 Points 1 Point
Chooses Student chooses a Student chooses a Student chooses a Student chooses a
Appropriate book which s/he book which s/he book s/he has read book that s/he has
Book has not read has never read once before that is read many times
before, which is before and which is close to his/her before or which is
at or above grade slightly below reading level and more than one
level, or has been his/her reading was approved by grade below
previous level. the teacher. student's reading
approved by the level.
teacher.
Tries to Stops reading Stops reading when Stops reading Gives up entirely
understand when it doesn't it doesn't make when it doesn't OR plows on
make sense and sense and tries to makes sense and without trying to
reads parts again. use strategies to asks for assistance. understand the
Looks up words get through the story.
s/he doesn't tricky spots or to
know. figure out new
words.
Elements of the Student knows Student knows the Student knows the Student has
Story the title of the names and names OR trouble naming
story as well as descriptions of the descriptions of the and describing the
the names and important important characters in the
descriptions of characters and characters in the story.
the important where the story story.
characters. Can takes place.
tell approximately
when and where
the story
happened.
Covers Student describes Student describes Student describes Student describes
Vocabulary how 10 of the how 8 or 9 of the how 6 or 7 of the how 5 or fewer of
Reading Reading vocabulary Reading the Reading
vocabulary words words relate to the vocabulary words vocabulary words
relate to the text text relate to the text relate to the text
Stays on task Student reads the Student reads Student reads Student wastes a
entire text and almost all (80% or some (50% or lot of reading time
the presentation. more) of the text more) of the text and did not
This may be and most of the and at least half of complete at least
independent presentation. the presentation. half of the
reading or done presentation.
with adult or peer
assistance, as
assigned.