Clements Reading Lesson Plan # 2

Clements Reading Lesson Plan # 2

RATIONALE

·         In small reading groups the MT reports that Mary struggles to understand main parts of what happened in a story.  When asked to predict she doesn’t understand the meaning of the word or what it means to do.  The MT asked if I would work with her to help her with her comprehension strategies. 

OBJECTIVE

·         Student will be able to orally state that predict means to guess what will happen based off one’s prior knowledge and the previous events of the reading and make predictions of what will happen in the story “The Journey of the Noble Gnarble” during a pull out one on one mini lesson by showing they are able to make predictions that are relevant to the story and could potentially happen next in the story. 

·         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

·        “The Journey of the Noble Gnarble” on Powerpoint (http://www.magickeys.com/books/noblegnarble/page9.html)

PROCEDURES

INTRODUCTION   (10 minutes) 

Call Mary 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 Mary 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 Mary the schedule of events for the mini-lesson and what she will be doing.  Explain you will be talking about what “predict” means and then reading the story “The Journey of the Noble Gnarble” and you will make some predictions while reading the story.

Q: Have you ever heard the word “predict” before?  What do you think it means?

Share the example that “If broke my mom’s favorite lamp, I would predict that when she got home she would be really upset because I know she really liked that lamp.”

Have her try to explain the meaning of the world “predict.”  Re-emphasize that predict means to use the things that you already know to guess what will happen next.  (Using what you know about what is happening to make a guess about what will happen next.)

Q: Mary you just bumped your head, what do you predict will happen next?

Explain that at different parts in the story you will ask her to predict what will happen next. 

Q: When I ask you to predict, what am asking you to do?

Begin reading the story.

OUTLINE of key events during the lesson (15 minutes)

Have Mary read the story and at predetermined pages, have her stop and predict what will happen next.  After each prediction, read on and ask her if her prediction was right, wrong, close, or way off.  Also, periodically ask why she is making that prediction.  What prior knowledge is helping her make that guess?

CLOSING SUMMARY for the lesson  (5  minutes)

After the story is finished, congratulate her on reading the story.  Close the lesson by discussing for a moment her initial thoughts about the story.  

Q: Was the story enjoyable?  Did you like it?  What did you enjoy about it?  Why?

After talking about the book for a bit, shift the discussion to talking more about her predictions.  Does she understand what predict means now and why it is important?

Q: Why is important to be able to predict?

Q: How does predicting help us to be a better reader?

ONGOING-ASSESSMENTDuring the lesson take notes on Mary’s answers.  Check to see how many of her predictions were accurate.  After the initial lesson, regularly check in to see if her predictions and comprehension are improving.  Introduce other comprehension techniques as well.   Have her repeat this lesson again at a later date with another story to assess if improvements have been made.

ADAPTATIONS

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

Mary is very quiet and shy, so allow longer wait time.  Working one on one, Mary will probably be more open to sharing her ideas compared to how she is in class.  She is well behaved, polite, and friendly so behavior issues should not be anticipated.  Mary has some vision impairments so make the text large enough for her to read.