Reading: Chinese New Year Non-Fiction

Teacher: Mrs. Elizabeth Martin, taught in Mrs. Aimee Porco’s Vernfield Elementary Class

Grade Level: 1st grade

Taught: Tuesday, February 21, 2018

Reading:

I. Content and Standards: PA Standards Aligned System - Standard - CC.1.2.1.E

Use various text features and search tools to locate key facts or information in a text
II. Prerequisites:
a. Students have used differentiated readers to extract facts for other subjects
b. Students have combined information into a gallery walk display for other
assignments so they are familiar with this process.
III. Instructional Objective:

Students will be able to analyze a differentiated reader and pull key facts out of the
text to learn about a cultural holiday.

IV. Instructional Procedures:

Schedule:

i. “I” – Minilesson overview on Chinese New Year

ii. “We” – Populate our graphic organizer together
iii. “You” – Students move into independent reading time using
differentiated readers. They will populate their graphic organizer
even more.
iv. “You” – Students are paired together to compare their notes and
create a chart for our gallery walk
v. Closing at the carpet
a. “I”: To open the lesson, I read the book Dragon Dancer yesterday to the class
during snack. The objective of the lesson will be stated and mirrored: I can learn
facts about Chinese New Year from texts. Today, I will show them a video that
talks about the legend of Chinese New Year and how it originated. This will give
them an overview of the holiday from a book and a video.
b. “We”: We will populate the boxes on our information web graphic organizer
together, using information they have recalled from the book or video. Using
Think/Pair/Share, readers will recall 2 facts they have learned about Chinese
New Year and discuss these with their partner.
Commented [EM1]: Domain 3a – I clearly state the
objective, write it on the board and have students mirror it
back to me.
Commented [EM2]: Domain 3a – I demonstrate
knowledge of the content by providing a book and a
multimedia to scaffold learning. Directions are clearly stated
before students watch the multimedia, so they know to listen
casrefully.
Domain 3c – Students are actively engaged in learning by
reaching higher order thinking skills as they read and pull
out information.
Domain 3d – written assessment of student learning.
Commented [EM3]: Domain 3c – Students are engaged in
Think/Pair/Share so that all students are held accountable for
participating. They are told, specifically, to know 2 facts
about Chinese New Year to share. Partner work is used to
scaffold learning and enrich the discussion.
 c. “You”: I will tell the students that I am going to give each of them a reader about
Chinese New Year. Their job is to read through their book and fill in the other
boxes on their web with facts that they will find in their books. If they finish the
ones on the organizer, they can add their own boxes to continue adding more
information.
When the timer sounds after 10 minutes, I will bring the students back to the
carpet and tell them that now I am going to pair them up with a partner. Their job
Commented [EM4]: Domain 3a – clear directions are
given for expectations of student work.
Domain 3c – Students are engaged in learning by providing
rich experiences where they will be reaching higher order
thinking skills.
Domain 3d – written assessment of student performance.
Commented [EM5]: Domain 3c – Cooperative learning is
used in order to enrich student learning.

is to make a poster together that tells what they have learned about Chinese Commented [EM6]: Domain 3a – clear directions
New Year – they should use words and a picture. Commented [EM7]: Domain 3a- Directives are clear that
students will be making a poster to showcase what they have
learned.
d. Close: We will do a gallery walk of all of the posters before coming back to the Domain 3c – Collaborative learning enriches student
learning.
carpet to close the lesson. To close the lesson, we will talk about how we felt
Commented [EM8]: Domain 3a – Directions are clear and
that we met our target for the day - I can learn facts about Chinese New Year
an activity used in other lessons is used since it is familiar to
from a text. Students will each Think/Pair/Share with their partner about what the students already.
Domain 3c – Students are actively engaged in learning by
they learned from their peers’ posters and also how they would have improved providing movement, allowing students to showcase their
work and offering an interactive experience.
theirs after having seen their peers’ work.
Commented [EM9]: Domain 3b, Domain 3c, Domain 3d,
Domain 3e
V. Materials and Equipment:
Commented [EM10]: Domain 3c – Think/Pair/Share
a. Smart Board encourages total participation.
Domain 3d - Self-reflection and peer critique is included.
b. Chinese New Year video
c. Differentiated readers (printable; I had 4 different readers at different ability
levels)
d. Anchor chart paper
e. Crayons
VI. Assessment/Evaluation:
a. Formative assessment will be performed during the independent written activity, Commented [EM11]: Domain 3d
noting if students are correctly information from the text.
VII. Differentiation: Individualized Activities: Commented [EM12]: Domain 3c – Differentiation
a. The student with Learning Support can benefit from 1:1 instruction from his enriches student learning by providing learning experiences
in every child’s Zone of Proximal Development.
Instructional Assistant.
b. Children who still struggle with writing fluency were told to try their best when
hearing beginning and ending word sounds. Students of different abilities are
paired together during partner work and they may elect a scribe for their group.
This provides different ability levels and also various printable readers of different
levels from which to pull facts.
c. I will pull students in the gold and yellow groups to scaffold learning together
during independent time. We meet on the carpet and read through the book
 together. Then I host a minilesson where they Think/Pair/Share with a partner
about something they can learn from 2 different pages. Once we begin to
populate the graphic organizer together, they complete it on their own at the
carpet.
d. Students are reading differentiated texts, just right books for their reading level. I
found 4 printable readers of different levels.