Clements Reading Lesson Plan #1

Clements Reading Lesson Plan # 1

RATIONALE

·         In small reading groups the MT reports that Veronica struggles to retell main parts of what happened in a story.  Sometimes she will focus on a single line or phrase and repeat it.  The MT asked if I would work with her to help her with her comprehension strategies. 

OBJECTIVE

·         Student will be able to orally retell the main events of the first chapter of “Charlotte’s Web” after reading it during a pull out one on one mini lesson by using a clip from the 1973 cartoon version of “Charlotte’s Web” to aid in retelling the story by acting as the movie’s narrator and retelling the main events of the story and noticing the similarities and differences between movie and book. 

·         Performance (what a learner is expected to do to demonstrate learning):

·         Conditions (the conditions under which a student is able to perform the task—when/where the student displays the performance)

·         Criterion (how well the student must perform the task in order for the performance to be acceptable)

MATERIALS & SUPPLIES

·         Computer

·         “Charlotte’s Web” video - 1973 version

·         “Charlotte’s Web” text

PROCEDURES

INTRODUCTION   (10 minutes) 

Call Veronica out of the classroom and together, walk down to the reading resource room.  It is a small room that will provide a quiet environment and limit distractions.  While setting up the computer and getting out the supplies ask Veronica how she is doing and connect with her.  Try to put her in a comfortable and happy mood and explain that this lesson should be a little bit fun!  Once everything is set up, explain to Veronica the schedule of events for the mini-lesson and what she will be doing.  Remind Veronica that in class they have been reading Charlotte’s Web, and today she is going to read the first chapter out loud.  Then she is going to watch a clip from the 1973 cartoon version of Charlotte’s Web but with the sound off.  She will narrate the movie and retell what she just read using the movie to help.  Ask her to notice similarities between the picture she has in her head as she is reading, and the picture she sees on the screen. 

Explain that when you read something, being able to remember/understand what you read is comprehension. 

Q: What story are you reading for free choice right now?

Q: Would you be able to tell me a couple of things/events in that story so far?

Explain that being able to retell about what you read is an important comprehension skill.   

Q: Why do you think comprehension is important?  Why is it important to be able to remember/understand what we read?

Discuss the answer to that question and ultimately emphasize that comprehension is the reader’s process of using prior experiences and the author’s text to construct meaning that is useful to the reader for a specific purpose.  It is the goal of reading and why we read.

Ask Veronica what her questions are, and after answering them, pass her the first chapter and have her begin reading.

OUTLINE of key events during the lesson (15 minutes)

Pass Veronica the “Charlotte’s Web” text and have her begin reading.  As Veronica is reading, help her sound out any words she has difficulty with. 

Once she finishes reading the story, make sure the sound is off on the video and remind her that she is going to retell what she just read using this video.  She should discuss what is happening in the movie, what the characters are thinking, doing, saying, and notice what is the same and what is different in the movie clip compared to what she read in the chapter. 

Since Veronica is the only student, behavior issues should not be anticipated.  She does very well if you explain what you will be doing and treat her respectfully.  She also likes to work one on one because she enjoys the personal attention.  If for some reason she decides not to participate, and refuses to work or do the activity, take her back to class and postpone the lesson for another day.

CLOSING SUMMARY for the lesson  (10  minutes)

After finishing the “sound off” activity, discuss with her about the experience and what she noticed was the same/ different.

Q: How was it retelling the story?  What things did you try to remember?

Q: How did you remember what happened in the reading?

Q: When you read the book did you see a movie inside your head?  Could you picture things in your head?  What kind of pictures did you see in your head?

Q: What does seeing a picture in our head as we read help us do?  How does it make us better readers?

Q: What was the same between the movie and the book?  What was different?

Q: What are some other ways you can practice comprehension?  How can you practice being able to retell/understand what you are reading?  Can you draw pictures of the story after you read it?  Can you write about the story after you read it?  What can you do while reading?  Take notes?  Make a character list?

ONGOING-ASSESSMENT
During the lesson, take notes on Veronica’s answers.  Evaluate what parts of the story she remembers and compare those to see if she got the main points or only focuses on small unimportant details.  Have her think of other ways she can work on her own comprehension and in the future, ask her to complete some of those strategies as she reads.

Re-assess Veronica at a later date, to see where she is at with her comprehension and how well she is progressing.

ADAPTATIONS

Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson?

Veronica behaves very well one on one.  There should not be any behavioral issues. 

During the reading of the text, Veronica may need help sounding out words.  They have already read the text aloud in class, so she should be more familiar with some of the character names and words, but help her not to get frustrated with reading, and the main purpose of this lesson and goal is to work on comprehension.