VU Student name: Kat Gross Date & Time: 2/27 11:10-11:30am Student name: Uriel

Objective: The reader will be able to monitor his word reading and comprehension by asking the question “Does this make sense?”. The reader
will use pictures and word wall to help him figure out what word would make sense.
Standard: 2.FL.F.5.c Use context to confirm or self-correct word recognition and understanding of words; reread as necessary.
Assessment: I have identified 5 words in the section of Nate the Great that we will be reading that I anticipate Uriel not knowing by
sight/having difficulty decoding. I will check a checklist of (1) whether or not Uriel used the illustrations in the text or the word wall provided to
support his word reading (2) whether or not Uriel’s word reading attempts make sense (drawing upon semantic cues) given the context of the
story.
Est.
Lesson Plan # 4 Time
Rationale: One of my goals for Uriel in my action plan was “Uriel will ask himself the question, “Does that word make sense with n/a
what is happening in the picture/story?” when attempting to figure out an unfamiliar word. Because Uriel is able to use pictures to
Rationale & text

support his comprehension of the story, using pictures to support word reading is an additional strategy that Uriel can apply.” This
lesson works toward accomplishing that goal. Uriel did well with the long vowel activity last week so I did not feel that we needed
another full, phonics-focused lesson on long vowel sounds and that Uriel would be better served by focusing on monitoring for
comprehension and checking pictures as he reads unfamiliar/difficult words. However, there are words in the text for this lesson that
choice

feature VCe spelling patterns so Uriel will still be getting practice in reading these words in context.

Quick Reading Warm Up: Long Vowel Tic-Tac-Toe 4min.

 To refresh Uriel’s memory of working with long vowel words we will play a quick game or two of long vowel tic-tac-toe. In
the game, you have to read a word to place your mark on the space. Whoever gets three-in-a-row wins.
Pre-reading

Introduce Personal Word Wall: 4min.

 Explain that the word wall (manila file folder with word cards taped inside) is a tool that we are going to use that will help us
read tricky words in the story. When we are reading and come to a word you don’t know, a good place to look in class is the
word wall to see if it is up there. The pictures will help us to remember what the words on the word wall mean.
 Introduce word wall words: trail (trail was hot vs. trail was cool), trapdoor, secret passage, dull, wastebasket.
 Model process with “diamonds” on pg.8
VU Student name: Kat Gross Date & Time: 2/27 11:10-11:30am Student name: Uriel

Read pages 14-19 of Nate the Great by Marjorie Weinman Sharmat 8min.
 Words to monitor picture/word wall reference to: trail (top of p.16), trapdoor (bottom of p.16), secret passages (bottom on p.
16), dull (p. 17)
Reading &
Activity

Metacognition reflection:
“I saw that you struggled with the word _______. Can you tell me what you did to help you figure out the word? What were you
thinking about inside your brain?”

Purposes: Pushing Uriel to use picture clues and word walls to support reading unfamiliar words and making attempts that make sense given the
context/pictures.
Personalizing Word Wall 4min.
 Have Uriel look back through the pages of Nate the Great that we have read so far and have him choose a word that was
tricky for him to read (suggestion if he can’t think of one: dectective—pg. 7, 12) and create a word wall card
Closure

(word+definition+image) to add to his personal word wall for Nate the Great

Purposes: Emphasizing the utility of word walls, building sense of ownership around strategy use, metacognition of words that were
difficult/what they meant
VU Student name: Kat Gross Date & Time: 2/27 11:10-11:30am Student name: Uriel

Reflection
 Student performance: how did they respond? Did they learn? How do you know?
Uriel did great with using the word wall! I wasn’t sure whether or not he would consistently refer to it as he realized he did not know
a word but he did. With the first two words that were on the word wall that he struggled with “trail” and “dull”, I had to prompt him
to check the word wall for a word that (1) makes sense (2) matches the first sound/letters of the word in the book. With “trapdoor”
and “secret passage”, however, he struggled with the word, looked to the word wall, looked back to the book to look at the word, the
selected a word and used it in the sentence. Also, he did well with the VCe tic-tac-toe and his fluency with long vowel silent e words
is getting better and better. It might be time to introduce vowel teams next lesson.

 Teacher performance: what went well? What did not? Why? What would you change or keep the same? Which parts were
confusing and not helpful OR instructive and helpful for the student? Did any parts really work to support their learning? How
do you know?
One thing that I would have done differently is to ask Uriel to reflect meta-cognitively on the strategies that he used when he came
to an unfamiliar word. I think that this would have further solidified the strategy use/importance of cross checking meaning and print
cues in his mind. I also think that the long vowel tic-tac-toe was a successful activity. Uriel seems to respond really well with
learning games (more likely to make attempts, focus on the letters).

Next steps: Planning ahead

 What would you change or keep the same if you were doing this again? What might you do next?
See above for what I would do differently. Next steps: introduce vowel teams, continued use of word wall. Have him add his own
word to the word wall.