Lesson Plan

20 minute small group

Day and date: Thursday 27th August 2015
Time: 11:25am
Learning area: Year 4 English
Topic: Comprehensive reading- Collaborative reading
Curriculum content description: (ACARA)
Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks
and use information to share and extend ideas and information

Students' prior knowledge and experience:

Students completed an introductory lesson the day before. Each student was
allocated one of the three roles; snapshot, decoder and questioner. Each student
completed the activity in one of these roles in a whole class reading experience. A
handful of students were also allocated a paragraph to read out loud.
The book the students will be reading the extract from will be within their already
allocated reading area.
Learning purposes:
1. The students will come away with re-affirmation of how to find questions not
easily answered in a text, and how to answer them.
2. The students will be using their imagination to project their mind's image of what
the text would look like, onto paper.
3. The students will be recognizing words they have not seen before or do not
understand.
4. The students will then be using classroom resources (dictionaries) to find
meanings to them.
Learning objectives:
1. On completion of this task, students will have an understanding of what is
happening in the 4 pages of the book they will be reading; The Spy Code.
2. Students will be able to predict what has happened before and after these pages
and should be able to give a very brief prediction at what the whole book is about.
3. Students will be able to identify words they do not recognize, or do not
understand the meaning of, in their given text.
4. Students will have the definitions of some, if not all, words that they, and other
students, did not understand, for future reference.
5. Students will have answers to questions in the text (i.e. "why did the twins want
to be friends with Mrs. Digitals?").
Evaluation:
I will know that my group of students have achieved the lesson objectives by going
over the work they would have that day. Also, I will know from reading with the

children, asking them questions and observing them as they work.

I will know how they are progressing during the lesson as I will be working with
them, and I will pay as much attention as I can to the students who appear to be
struggling the most with the tasks.
Preparation and Resources:
Resources to be used will be:
The Spy Code (to photocopy selected pages)
Copies of the text the children will be reading (enough for my group to read
between 2 and one for myself)
Students' English books
Students' pens/pencils and erasers
Dictionaries
I will need to have the appropriate amount of photocopies of the texts ready, and
have the list of students I will be teaching in my small group.
Catering for diversity:
All students in my group will be reading a text from a book based on their reading
level (medium) that is determined from their LiteracyPro results.
The task that the students will be completing is a task that any student come
complete; outcomes and texts provided depending on their reading and
comprehensive level.
Learning experiences
Introduction (7 minutes)
1. Make sure students are settled in class, then call out names of students' in my
group, have them take their pencils, erasers and English books with them and take
them to a grass area outside, not too far from class. (3 minutes)
2. Quickly go over the collaborative task completed yesterday. Repeat roles of the
snapshot, decoder and the question. (2 minutes)
3. Give children copies of text, break them into two groups of 3 and one group of 4
and assign each student with their groups a role (the group of 4 will have two
students with the same role). (2 minutes)
Sequences of learning experiences
4. Assign each child, in their groups of three and the one group of four, 5 or so parts
of the text to read and then instruct them to start. (2 minutes)
5. Go between the three groups and listen and observe as they read; assist with
certain words if required. (6 minutes)
6. Tell children that reading time is up and it's time to start the task. Immediately
pass out dictionaries to 'decoders', and make sure all children have the appropriate
equipment and have started to work. (1 minute)
7. Observe the students as they work; make sure to assist any students who seem
to be struggling. Make sure to assist without giving away the answers; question the
student to the point where they have to think enough to correctly get to the answer.

Lesson Evaluation
For my 20 minute group lesson, I think that it went well but I definitely needed to
manage my time better. My lesson plans learning experience schedule did work but
I did not allow the students enough time to read their given text. I attended to the
children as quickly as possible when they called on me or I could see it was needed,
but I didnt get to question each individual child as much as I would have liked. I had
to add extra resources halfway through our lesson and have the children write on
pieces of paper instead of in their English books as that what informed me they
usually did in their normal lessons. The text from the book that I chose for the
children to read was at all of their reading level and they did all read well, hardly
stumbling, but some of them didnt read with the ease I expected. The students met
three out of the four learning purposes. They came away with the knowledge of how
to find questions not easily answered in the text and how to find them, they used
their imaginations to draw what the text looked like in their mind, and they
recognized words they either did not understand or had not seen before. I know that
these learning purposes were achieved from observing the children as they worked,
looking at their work once were finished, but mostly from questioning them.
I think my biggest error was that I did not manage my time well enough, so I did not
get to assist the children as much as I wanted, and I did not get to observed them
as much as I would have liked.
In conclusion, I would have changed my time schedule to allow little time for
arranging and such, and most time for reading and evaluating, and I would have
double checked with my mentor teacher what resources the students usually used
for activities like what we were doing so that we had the most time possible to get
as much out of the lesson as we possibly could.