COLLEGE OF EDUCATION AND ORGANIZATIONAL LEADERSHIP ED 468: INTRODUCTORY SUPERVISED TEACHING

Candidate: Irene Navarro Content Area: Reading (Finishing Day 1 of Cycle 3 and Starting Day 2 of Cycle 3) Subject Matter: Reading Comprehension Lesson Content Description: Students will answer reading comprehension question based on a book. (Using Book: Letters from Rifka by Karen Hesse) Type of Lesson: Direct Instruction Instructional Strategies/Method of Delivery: Direct Instruction Note: The structure of this lesson is based on the schools reading program, Success For All (SFA) Content Standard: READING Comprehension and Analysis of Grade-Level-Appropriate Text 2.2 Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment). 2.3Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself ELD Standard: INTERMEDIATE COMPREHENSION Restate and execute multiple-step oral directions. Lesson Objective: All students will answer reading comprehension questions based on the text Date: 10/04/13[FRIDAY] Grade Level: 4th Grade

Assessment: Formative: -observations -partner discussions (Think Pair Share, Partner Tents) -pulling sticks (random name strategy) Summative: -reading comprehension packet Lesson/Assessment Modifications: ELL: Special Needs ELL: vocab reinforcement, high partner ADHD: seated at the front of the classroom Technology: PowerPoint, Timer, Document Camera

INTO Anticipatory Set/Orientation *DAY *DAY 1 in Reading Packet will be finished today 2 in Reading Packet will be started today Start off with five minutes of vocabulary practice Echo vocabulary as a class Picture files with vocabulary (show image depicting vocabulary and have them make a sentence using the word) Go over agenda of the day: Finish Day 1: Team Talk Discussions Start Day 2: Read next portion of book While waiting: Meaningful Sentences and Adventures in Writing prompt

State technology that will be used: Timer, PowerPoint Re-state Content Standard and Objective in student friendly terminology: Must tie into Assessment By the end of the lesson, you will answer reading comprehension test based on the text Outline adaptations for EL and special needs students -EL: Peer support -ADD: seated at the front of the class, timer,

THROUGH
Modeling/Presentation (I do)

Go over team talk questions (score answers on team poster)

Guided/Structured Practice (We do) Discuss group answers for Team Talk Questions (Day 1) ****Give a Brain Break with video: http://www.youtube.com/watch?

v=fw6z94wJsWI
Preview team talk questions for Day 2 Checking for Understanding/Formative Assessment (They do) Partner read- page 81-82 Silent read- page 83-84 State technology that will be used (consistent in through): Timer, You Tube video Outline adaptations for EL and special needs students (consistent in through): -EL: modeling, seated with bilingual student -ADD: seated at front of classroom

BEYOND
Independent Practice/Summative Assessment/Closure Have them complete their Day 2 questions as a team Have them work on their meaningful sentences in group (using vocabulary word monstrous) Have them continue to work on Adventures in Writing prompt State technology that will be used: Timer Outline adaptations for EL and special needs students -EL: verbally state instructions, more time -ADD: seated at front of class for scaffolding for independent work, more time