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Boettcher Teacher Residency Lesson Planning Template

Name: Lindsey Kayne Grade Level: 1 Title of Lesson: Literacy Centers Date Lesson Taught: 11/6/2017

Identifying Standards and Desired Results


Content Area(s) (standard) Standard(s) and Evidence Outcome(s) what is going to be taught. Demonstrate comprehension of
reading, comprehension, a variety of informational, literary, and persuasive texts. Read with sufficient accuracy and
fluency to support comprehension: CCSS:RF. 1.4a
Use context to confirm or self-correct word recognition and understanding. rereading as
necessary: CCSS. RF. 1.4c
Unit Essential Question(s) guided question for a unit of study Lesson Guiding Question(s) Is the student identifying problems in the
Required beginning January 11 story to help them think of a solution? Are they comprehending what
they read?
Learning Target(s)
Required beginning September 28 Students are aware of different types of texts. Focusing on informational text. Students are able to read fluently and use
strategies to assist in word recognition such as chunking, stretching, context, and illustrations.

Assessment/Progress Monitoring/Checks for Understanding Benchmarks


● I will use anecdotal notes while working with the small reading group to track ● Students will display fluency
progress and understanding. ● Students will use tools to help them with word recognition
what am I going to use to find out my students progress. ● Students will be able to comprehend the story

Required beginning September 28 Required beginning September 28 ( meets proficiency)


Facilitated Learning
Plan of Instruction: Formative Assessment/ Differentiation
(IEP, SIOP, RtI, and informally identified)
Animals at night small group Checking for Understanding Include language objectives for language
Required beginning September 28 learners
Required beginning October 19
Mini-Lesson: Connect/Hook how am I going to check in
Genre: informational text. Each page in Animals at night highlights a different animal and how it looks for food at with kids to make sure they level of book
night. I will read the title and talk with them about what the frog is doing in the cover illustration. Ask them what
they think the book will be about. are still with me. Do you
know what we call animals provide a reading finger
The frog is leaping! S.P
that are awake at night? to maggie to help with
I think the book will be about animals that eat at night- A Nocturnal! tracking
I hope they talk about cats! - M
Mini-Lesson: Teach/Direct Instruction (I Do) Accessing schema to assess Provide whiteboards to
How will you teach and model for students about the learning? prior knowledge. write out the harder
I will encourage children to use their knowledge of animals to think about the book by asking questions such as:
What other animals are awake at night? What do you think they do in the dark? words in the story before
I will explain that this book tells about many animals that hunt for food at night. Check for understanding we read it. Clapping out
What animals do you know syllables to chunk more
Using white boards: I first write the word animal on the board, then I have are awake at night? M- Cats! difficult words
students copy the word and write it on their own board. We then clap the A- Bats
word together and say the word. I repeat this with the words crickets, flying, S.P- Owls.
leaping, and refrigerator. What are these animals
doing at night? A- they are
clapping syllables an-i-mal, crick-its, fly-ing, leap-ing, re-frig-er-a-tor hunting for food!

Following we clap the syllables aloud together and then say how many
syllables are in each word.

Mini-Lesson: Active Engagement (We Do) Responses to questions ask to


How will you ask students to practice at what you’ve taught? I will guide children through the text, noting important make sure they are on target.
ideas, helping with unfamiliar language and vocabulary. On page 2 you can see four animals all out at night. What
animals do you see in the photos? The author says a lot of animals move at night. They are looking for food to eat.
What is the first sound you hear in food?
Find the word food and point to it. On every page, a different animal moves at night. on Page 3, what animal do you
see in this picture? This bat is looking for bugs to eat. On page 4: What other animals move at night? Cats move at
night. The cat is running on the ground. What two letters do you expect to see first in ground? Can you guess what
the cat wants to eat? Yes, it is looking for mice.

There is a bat, an owl, a cricket, and a frog! - S.P


The first sound is f - A
(All were able to find the word food and point to it. )
It’s a bat!- A what do you think the bat is looking for? bugs

What two letters will you see first in ground? - gr - S.P

Yes! it is a consonant blend of g and r which make a grrr sound. What do you think the cat wants
to eat? I think a mouse- M! Why do you think that? Because I know that cats eat mice

Mini-Lesson: Link
Now we will turn back to the beginning of the book and read to find out what animals move at night and what they
are looking for in the dark.
Work Time (We Do and/or You Do) Listening to read aloud for Reading fingers to help
As the children read, I will observe them carefully. I will have them read individually and then quietly aloud to me fluency and self- correction. them track
one at a time. I will guide them as needed.

Debrief/Closure: Check for understanding through


I will invite children to share their personal responses to the book. I will ask them what they liked best about the personal responses of what they
book. What they found interesting? Which animal would you like to learn more about? What is the most interesting liked best.
thing about the animal?

liked that this book talked about cats because they are my favorite animal- M
I want to learn more about Owls because I think they are really neat. S.P
Bats are the most interesting because they sleep upside down- A

Evidence of Learning and Reflection


Data Analysis: Required beginning
October 12
● What does your formative/ asking questions to make sure students understand teaching points What was this book about? ( some
summative evidence tell you about animals move at night) Animals move in different ways and in different places. animals hunt for different
student attainment of the learning types of food. Think beyond the text. animals and people must find food to stay alive. all living things need
target and alignment to your to eat. All of the students were able to read fluently and repeat sentences with words they struggled to read.
benchmarks? Students were able to look at the picture clues and provide explanations for what the animals were doing.
● How many students meet the All students met the learning target.
learning target according to your
benchmark? How many did not?
● What are the gaps or challenges
for students who did not meet the
target?

Reflect on Practice
● How did the lesson go? What is what do i want to do next time. What worked, what didn’t. answer every question in reflect & practice box.
informing your thinking about the The lesson went well. The students were able to read fluently and provide knowledge of understanding of
lesson? the text by answering questions. The structure of the lesson worked well. Students were not hung up on
● What worked well within the more difficult words because they were able to practice them before we read. The lesson took longer than I
lesson? was expecting due to this group being my slower group of readers. One thing I will do next time is provide a
● What are some things you would paper strip or notecard to block the rest of the text so students are only looking at one sentence at a time.
change about the lesson? This experience has helped me to see that reading takes time and I need to plan accordingly to allow for
● How has this experience helped more time. Students growth was seen with their ability to sound out more difficult words and re-read the
shape your understanding about sentences fluently.
teaching and learning?
● Based on this lesson, what are
some areas of growth?

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