Saad Sheikh

Missouri Pre-Service Teacher Assessment (MoPTA)

Using BDA When Reading
2nd Grade
1-2 days

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson

Reading Standards for Informational Text:

CCSS. ELA- RL 2.7 Integration of Knowledge and Ideas
- Use information gained from illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.
The Show-Me Standards Communication Arts
- 5. comprehending and evaluating the content and artistic aspects of oral and visual
presentations (such as story-telling, debates, lectures, multi-media productions)

Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting curricular and student
needs

The purpose of this lesson is to help students understand how to think as readers. This would be
thoughts before, during, and after readings. The main idea is for students to be able to learn
different methods of processing their thoughts, which include writing in the margins, the use of
charts, or even a separate journal. Children will either use a before, during, or after chart, write on
the margins of a books copy pages, use post it notes, or keep them on a separate journal. (45
minutes)

Assessment (type[s] of assessment used throughout the lesson)

Assessment(s) before, during and after the lesson

The ideal assessment will be the BDA chart, their journal entries, and post it notes. After the
modeling use of the above, the students will demonstrate their understanding as they read one of
their own books. With their charts, journal logs, and post it notes, students have the option to
choose which method they use. The chart will directly represent what students were thinking as
they read their chosen book, post it notes can be followed along throughout the pages, and the
journal entries can be followed as long as students keep their thought organized with either an
indication of Before, During, After thoughts, or dates to represent when those thoughts occurred.
 Lesson Structure and Procedures
Sequence of events of the lesson elements. (The before, during and after the lesson, e.g.,
Engagement/Opening, Procedures, Guided Practice, Conclusion)

1. Children will gather around the teacher and review their understanding of the mechanics of
a book such as the summary on the back, the inside of the cover, and inferencing the cover.

2. Teacher will read Polar Star out loud to them. Before reading, the teacher will share their
thoughts of what they think the book will be about. This is the before phase, where the
teacher is demonstrating how to think as a reader. Teacher will continue to do the same,
modeling their cognitive process through the rest of the book.

3. The during phase entails the students being questioned what they saw the teacher doing as a
reader. These thoughts will be written on a large post it note as students point things out.
This is where kids will point out initial questions the teacher brought up, inferences, etc.

4. Continuing the during phase, students will take what they put together as a whole class
about what good readers do, and incorporate it for themselves. The class will pick out and
get the approval of the teacher of a book they have not read before. At about a quarter in,
students will pause and share their books and initial thoughts along with new ideas they
may have about what makes a great reader.

5. Students will get into buddy pairs where they will share their work.

6. The after phase will be where students wrap up their thoughts they had as readers and share
their thought process as they were reading. Due to time constraints, each sharing will be
limiting to one of each category, a before, during, and after section.

7. To wrap up the lesson, the teacher will reinforce the positives of what students did, they
will conclude with what really makes a great reader great.

Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs

A model reading session is used to assist students thought process on how readers should think.
Students pointed out what the teacher did as they were reading to them, these thoughts were written
down on a large post it note that can be used as reference while they work. Also, students will be
called up progressively to share their thinking process as they read their books and think-pair-
share/buddy shares will be initiated throughout the lesson.

Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives

There will be a considerable amount of talking taking place throughout the lesson- as a whole
class, buddy pairs, one on ones with the teacher, and again with the teacher and class all together.
They will learn from each other.
 Resources and Materials
List of materials used in the planning of and during the instruction of the lesson

small and large Post it Notes

Writing utensils

Polar Star (1)

Before, During, After Charts for each student

Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning

For this lesson we will not be using technology, but if needed, the class can get a digital copy of
the book or an audio recording. This would require for students to bring their iPads, the BDA chart
can be digitized as well, and students will take their notes on their iPads or journals directly.

Differentiated/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences,
etc.

If needed, teacher will model further directly with the student. Maybe they did not comprehend the
first time. Teacher can refer back to them reading out loud to the whole class and ask the student
questions, use post it notes to remodel the process for a different book, display how to use the BDA
charts given out to the students, or question the student to initiate their thinking such as:
- What do you think the book is about?
- What do you think will happen next?
- Why did this happen?

Any other questions relative to the book, remind them that this is how readers think, the question
what is laid out in front of them.
 Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior needs
to help keep students on task and actively engaged

Students will get their books approved by the teacher, then begin reading. The approval is
extremely important because the goal is to fit the students reading level and challenge them. Upon
approval they will take their needed materials to a spot they can effectively work at, whether thats
the carpet, corner, desk etc. is up to the student. Misuse of their privilege of choice, will result in
being sent their table or the teacher table.

Extensions
Activities for early finishers that extend students understanding of and thinking about the
learning objectives by applying their new knowledge in a different way

Early finishers are allowed to read their own books, but with the same process that was introduced
to the students. They will track their reading and thought process on post it notes, journal, or a
BDA chart.

Follow-up to Todays Lesson

Quick activity for review or building on todays learning that will deepen student understanding
and interconnect concepts (may be incorporated tomorrow or throughout the unit)

Students work will be evaluated and appropriate guidance will be given to those that need it. After
this lesson it can be safely assumed that students will continue to use this analytical process of
questioning their reading and can be used for their own personal readings as well. Different types
of questions can easily be explored, similar to the BDA chart.

Additional Information
Any area or lesson component that may not have been covered by this format that you think is
vital to include in this lesson

At a later time, the teacher should have a classroom discussion with the class on how they used to
think as readers, compared to now. This should be done two or three weeks later to allow time for
the process and information to really sink in as students will continue to use this as they read on a
daily basis. It is critical for the instructor to tell the students that everyone thinks at their own
level, some high some low, but the point is progress, that did you get better as a reader and thinker
from point A to point B.