center 1 lesson plan: guided reading & writing level text...
TRANSCRIPT
A project of the Graduate Center, CUNY
NYS Common Core LL SIFE Curriculum
Center 1 Lesson Plan: Guided Reading & Writing
Level Text Students
2G This is a Desert Mohamed, Aicha, Carlos
Foundational Skills Target Blends- fl, pl (FS.3)
Comprehension Target Retell key details & ask inference questions1 (R.1)
SESSION 1 (20 minutes)
B, D, A Steps
Before
Reading
10 mins
1. Orient readers to text. - Invite students to point to title and author as you read aloud. - Ask students what they know about desert. (Support with frames as needed. Ex. Deserts have_______. Deserts are _________.) - Show map with deserts in the world. Students name continents with deserts. - Ask if this book gives information or tells a story and ask, “How do you know?” 2. Use images to build concepts and oral vocabulary. - Book walk of key pages with students looking at your text with key vocabulary: sand, rocks, dry, cactus, lizard - Ask students if they know word and provide orally, as you point to picture. - Review vocabulary by saying word and students who you the picture, then you show picture and students say the word. 3. Target and teach 1-2 foundational skills. - Blends: Show and teach the blends: fl and pl. Say words that start with these sounds. Remind students even if they cannot read whole word, get mouth ready. - Power Words: Introduce on flashcards and use in sentences and with gestures to show meaning: inside, under, come out, go into
During /After
Reading
10 mins
4. Students read texts silently2. - Give students a go at the text applying skills and strategies above. - Remind students that they will take one minute to tell partner about the text. - Coaching: Lean in to listen to each student read 1-2 pages of the text in a whisper voice, coaching and prompting on word deciphering strategies as needed. Take notes on post its/ coaching record. 5. Tell a partner what text is about. -Partners share key details about the text in home language and/ or English. -Partner A: What did you learn about deserts? -Partner B: I learned that …
1 The IRLA refers to this as RICE (retell-inference-cite evidence). 2 Teachers will need to make decisions about when to read aloud. If this is a yellow group, then the teacher will need to read the first few pages so students take up the pattern.
A project of the Graduate Center, CUNY
NYS Common Core LL SIFE Curriculum
SESSION 2 (20 minutes)
B, D, A Steps
During Reading 10 mins
6. Model comprehension strategy using group text. - Tell students that in addition to retelling, good readers wonder about things in the text, and ask questions with that start with why or how. - Introduce the target: I can ask why and how questions to show my thinking about a text. -Model reading and asking an inference question using the first few pages. Why are deserts so hot? How do plants and animals survive here? 7. Students apply strategy while reading. - Students continue reading the text again. - They write one why question on a post it. - Coaching: Lean in and listen to each student read, asking for retell and inference questions as well as any other strategies. - Share why questions with the group and see which ones the group can answer, highlighting that some why can be answered by text and sometimes readers have to go outside the text to find answers. - Tell students they will ask why and how questions in their independent reading books in Center 2 this week. - Ask students what they will work on in independent reading: I will ask why and how questions as I read my book.
After Reading 10 mins
8. Review & synthesize text, using concept map. - As a group, create a concept map for desert. - Handout a blank concept map. - Students share what they learned about the desert, I learned that … - Add words and phrases to the map. - Students copy words and phrases onto their own map (to be used in Center 4). 9. Plan & model writing. - Give directions and sample sentence for independent work in Center 4. - Students will follow the writing routine for G level texts- draw and label a picture and write sentences that give information about the desert. - Remind students not to copy sentences from the text, but to express the ideas of the text using original sentences. - Model an example if needed or listen to students share a few oral examples. Remember that the writing routine is the same for 1G and 2G so this is probably familiar by this lesson.
A project of the Graduate Center, CUNY
NYS Common Core LL SIFE Curriculum
Center 1 Lesson Plan Template1: Guided Reading & Writing
Level Text Title Students
Foundational Skills Target
Comprehension Target
SESSION 1 (20 minutes)
B, D, A Steps
Before
Reading
10 mins
1. Orient readers to text. 2. Use images to build concepts and oral vocabulary. 3. Target and teach 1-2 foundational skills.
During /After
Reading
10 mins
4. Students read texts silently2. 5. Tell a partner what text is about.
1 See sample lesson plan using desert text. 2 Teachers will need to make decisions about when to read aloud. If this is a yellow group, then the teacher will need to read the first few pages so students take up the pattern.
A project of the Graduate Center, CUNY
NYS Common Core LL SIFE Curriculum
SESSION 2 (20 minutes)
B, D, A Steps
During Reading 10 mins
6. Model comprehension strategy using group text. 7. Students apply strategy while reading.
After Reading 10 mins
8. Review & synthesize text, using concept map. 9. Plan & model writing.
A project of the Graduate Center, CUNY
Coaching Record – Power Words 1B Power Words
NYS Common Core LL SIFE Curriculum • 1
1B Power Words
List 12 List 13 List 14 List 15 List 16 List 17
buy both light away friend just
catch count long because help after
find each great color people again
pull every funny found know always
use more mean something read first
walk much old thing right last
become only pretty which school never
own another very those think night
laugh any please other word today
hello their work
myself write
A project of the Graduate Center, CUNY
Coaching Record – Power Words 2B Power Words
NYS Common Core LL SIFE Curriculum • 1
2B Power Words
List 18 List 19 List 20 List 21 List 22 List 23 List 24
cent quite trouble build being ask before
dollar ready upon carry beautiful guess began
key really whose push body hurry begin
life sure behind turn child watch later
money gone large also children learn next
phone leave noise enough earth listen often
weather left quiet group eye page once
world lost tiny half friendly picture spring
bought quit best most woman sentence tomorrow
caught nothing young story until
heard together teacher while
high thought
open
A project of the Graduate Center, CUNY
Coaching Record – Power Words 1G Power Words
NYS Common Core LL SIFE Curriculum • 1
1G Power Words
List 1 List 2 List 3 List 4 List 5
do at big what a
get to can where all
like here can't who am
live in come why an
look on down Is and
love there go lots are
said he little my be
see I no of for
want me up one had
went she yes the has
they that was have
we this will with
you
A project of the Graduate Center, CUNY
Coaching Record – Power Words 2G Power Words
NYS Common Core LL SIFE Curriculum • 1
2G Power Words
List 6 List 7 List 8 List 9 List 10 List 11
came fun but could got oh
gave good or did saw as
give happy if does new by
goes animal so were him about
going boy too would his from
jump girl not now our into
make day many then them off
play eat some when these over
put home
how your under
ran house
out
stop
take