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Unit EQ:
Date: 4/6/2016
Lesson: 4
What are the causes (physical, habitual, natural, human) of endangered animals/plants that can
eventually lead to the extinction? While learning about causes, make reflections to our own favorite
animal and what would happen if they were at risk of endangerment or extinction.
Provide a statement of what students will be able to do AS A RESULT of (rather than AS PART OF) this lesson.
Objective:
Fluency: Students will be able to gain speed and accuracy while reading phrases.
Word Knowledge: Student will be able to correctly sort and identify long "o" and short "o"
(CVCe, CVVC, CVVCe). Student will be answer comprehension questions that draw on
information from the passage and utilize prior knowledge in the text.
Comprehension: Students will be able to read and interpret using inferences to draw on their
prior knowledge with the new information they have learned.
Writing: Students will be able to write (in the Lorax worksheet) a paragraph that informs and
describes Bighorn sheep, whether or not they are endangered/extinct and what can be done to
prevent this from happening using proper spelling, punctuation and grammar.
Describe how you will collect evidence that individual students have indeed met the lesson objective:
Lesson
Assmt:
Fluency: Students will complete the fast phrases with 85% accuracy in order to continue with
the next objective.
Word Knowledge: Student A will complete the word sort with 100% accuracy and making sure to
complete the sort until it has been done correctly and he is comfortable with long and short "o"
(CVCe, CVVC, CVVCe). Student B will answer the comprehension questions correctly 2/2 after
referring back to the text while reading with 90% accuracy.
Comprehension: Upon conclusion of the reading, students will confidently recall and utilize
information to compose their writing assessment that is designed to use the information that is
found in the Comprehension passage.
1st Read
2nd Read
3rd Read
Rate
(wpm)
# Errors
1:43.63
24/30
Comments:
copy and uses a marker to mark any words in the phrases that are read
incorrectly. If all the phrases on the sheet are read, go back to the top
and continue.
5. Continue until the timer goes off. Student one marks the last word
read. Student two counts the number of total phrases read correctly. (To
count the phrase as correct, all the words in the phrase must be read
correctly.)
6. Student two records number of phrases read correctly on her phrases
correct per minute record.
7. Repeat the activity at least two more times attempting to increase
speed and accuracy.
(Review TRR chart from last session. Discuss rate/fluency goals.)
2. Silent Read
a. The child reads the passage silently for practice, underlining difficult words.
Discuss.
FEATURES
Comments:
Comments:
Discussion
Organizing
Writing
Vocabulary
Think-Pair-Share
Authentic Questions
Seed Discussions
Group Pattern Puzzles
Group Graphic Organizers
Carousel
Gallery Walk
Concentric Circles
Clock Buddies
Group QARs
Capsule Vocabulary
Power Thinking
Pattern Puzzles
Graphic Organizers
Venn Diagram/Comparison
Selective Underlining/Highlighting
Column Notes
History Frame/Story Map
Sticky Notes
Opinion-Proof/Conclusion-Support
Problem-Solution
Semantic Feature Analysis
Summarizing
Sum It Up
Framed Paragraph
Writing Template
Journal/Learning Log
RAFT
Spool Paper
Sentence Synthesis
Word Combining
Word Map
Concept of Definition Map
Graphic Organizers
Sentence/Word Expansion
Word Combining
Capsule Vocabulary
Semantic Feature Analysis
Journal/Learning Log
BEFORE
STUDENTS
focusing attention, laying groundwork, creating interest, sparking strategies to get STUDENTS thinking about what they already know
curiositythink of it as setting the stage/setting them up for
cause STUDENTS to bring to mind similar ways of thinking, an
success
analogous idea, or previously-learned content or concepts
make sure students get the purpose (not just agenda) of today; STUDENTS are caused to think about that element of todays learning
what it will result in or lead to; the why of what theyll be
that is most close to or familiar to them
doing
How will you activate the learners prior knowledge related to this topic?
1. Setting the Hook
a. Briefly describe what you will do to hook the readers prior knowledge to the
new information to come in the DURING reading portion of the lesson.
I will ask the students what types of animals come to their mind when they think of
"horns". Did anyone say a "bighorn sheep"? If not, then that is okay because we will be
reading about the big horn sheep and their race to escape endangerment. What does it
mean to be endangered?
2. Vocabulary Review
a. Before reading, go over some words that may be troublesome. Talk
about how they are pronounced, connect to word study if possible, look for
ways to break word apart, and talk about meaning if unknown.
Words and page #s: scattered: to be spread over an area or place (page 1); dwellers: a
group of people or animals that reside in one area (page 1); recovery: making a
comeback (page 1); biologist (a person who studies different aspects of the earth (page
Instructional Reader
DURING
strategy(ies) for active engagement with the new content thats coming
what are students doing WHILE reading, viewing, or listening (i.e., techniques)?
Text:
Reading Level:
Grade 4
Student A and Student B will be taking turns reading the article and using their switching
points to stop and discuss what has been read.
Comp Technique:
Which comp technique will best help the reader place hold new information while reading?
The specific information gathered with this technique is what you will use in the AFTER reading (so it should line up with
your objective).
AFTER
how
how
how
how
will
will
will
will
Instructional Reader
PAGES READ:
Comments:
--
Comments:
What will students do with the place holders collected in the DURING reading phase?
How will you make their thinking visible? Describe the activity/process below.
The students need to use the "place holders" (highlighting and notes) to help complete
their writing activity. It is important they have recorded and made notes that reflect the
reading and their comprehension skills. Their thinking should be reflected in their writing
by what they had taken away from the reading, such as the big ideas and themes while
paying attention to the stopping points. Since the Lorax "I Speak for the " activity asks
specific questions about habitat, eating, physcial characteristics, reproduction, and
whether or whether they are endangered/extinct, this will tie the during and after activity
with the writing.
Writing:
Highlight areas of
weakness/need:
o Ideas Organization
Voice Sentence Fluency
Word Choice
Conventions
Comments:
REFLECTION
Was the lesson successful? How do you know? What would you do differently next time?
Because I am a lesson behind due to absenses, I knew that this lesson would be cut short due to progress monitoring. I would
have loved to have gotten more of the lesson completed but I could tell that something was up with Student A. He seemed
extremely out of it and tired. He told me that the new medicine he is on makes him extremely tired during the day. He fell asleep
during first period and was sent to the office. There, he fell asleep for three hours straight, so he even knew that something is up
with his new medicine. I have high expectations (that are appropriate for him of course) and so I know when it is time to not push
him. I wanted to make sure we accomplished the post-assessments to the best of his ability and got at least some writing done
with the fluency activity. He kept asking about the hedgehogs and getting to look at pictures, so that's when I decided to turn his
writing into inferencing from a photograph then connecting with whether they are endangered or not. Teacher B and Student A
spent the entire period working on her progress monitoring, so she did not complete any of the lesson. I knew that this might
happen but I am a little disappointed in not having more time with Student A and Student B to really develop the essential
question and their skills.
Instructional Reader