LESSON PLAN

Your Name: Liz Parks & Erika Rogers

Focus of the Lesson: Reading Comprehension
Grade Level: First Grade
Standard(s): 1.7 The students will use semantic clues and syntax to expand vocabulary when
reading
b) Use titles and pictures
c) Use information in the story to read words
Objective(s):
● Use titles and pictures to make inferences about text
● Use knowledge of story structure (characters, setting, problem/solution) to guide
comprehension
● Will be able to use the pictures to infer the expressions of the characters, and what the
page is about

Materials:

● The book “Good news, Bad news” by Jeff Mack

Teacher materials/preparation of the learning environment:

● The book, and to make sure there is a clean, quiet, comfortable place for us to teach the
lesson to our student

Student materials:

● The student won’t need anything because I will have the book and we are just going to be
speaking out loud our inferences
Procedures (BDA Lesson):
Before reading (3-5 minutes) :
● What they notice about the cover? What they may predict this story will be about based
on the title/cover
● Ask the students if they know what an inference is
○ Then show them by walking in with your arms crossed, and an angry face and sit
down next to them
■ Then ask how they think you felt: depending on their answer you can
describe to them that they are making an inference. They are inferring, or
 to put it in simpler terms -making a guess about how you are feeling
without you explicitly saying how you feel
■ Explain that inferences are based on our observations: What the author
wants you to know but doesn’t tell you
● Your inference is from what your background knowledge is plus
the text cues

During Reading (~8 minutes) :

● On pages 1 and 2, I will ask students to explain what is happening based on the two
words, “Good news!” and the illustrations
○ Let them explain; this will set up the setting of the book for the class so they
understand the initial general concept that the bunny is bringing the mouse food to
make his day (Bunny has basket of food; mouse has storm clouds above him and
looks sad)
○ Children will be making inferences about the setting, characters and plot
■ Who are the characters? What are they doing? What is the setting?
● I will ask the student what can they infer about the page based on the picture on it (pages
5 and 6)
○ How did they come to make that inference?
○ What features did they notice
○ Was their inference correct?
● Half way into the book (pages 9 and 10), you can ask them what they have noticed about
the story so far?
○ Let them answer -
○ Or ask more detailed of a question if they haven’t replied, such as is there a
pattern to the story?
■ Can you predict what may come next
■ Is there anything that makes this story different ?
After Reading (~5 minutes) :
● Ask broad questions to start like what did you think about the book? Is it similar to other
ones you have read or is it different?
○ And if so, how?
● Did you like the book?
● What can we say about inferences? How can we use inferences when we’re reading?
● Target what your objectives were
○ What did we work on today? What did you learn about inferences? How do they
tell you about the text?
● Show student a different picture book (any picture book they haven’t read w/ a detailed
illustration on the cover)
○ Ask students to make inferences about what they think the book might be about
 ■ Ask students what aspects/observations of the cover helped them make
their inference
Assessment/Evaluation:
● Students understanding of the objectives will be observed through anecdotal evaluation,
as we read through and they answer the questions asked

Lesson Reflection
i. Describe your student (age, grade, other observations).
Be sure to state whether your student is an emergent or a beginning reader.

The student that was assessed is seven years old in a first grade classroom in Shenandoah
County Public Schools. Based on his performance on literacy assessments, he can be classified as a
beginning reader.

ii. How did you determine the focus of the lesson? Please include the assessment or
assessments in your document to support your discussion.

In the reading comprehension section of the QRI literacy assessment, the student struggled to
recall some of the material, but was able to infer some of the information from the text. From the
evaluation of the student’s performance on this assessment, we concluded we needed to develop a
lesson around the objective of making inferences while reading.

iii. What were your goals for this lesson?

To teach students the meaning of inferences and how to apply them while reading to gain deeper
Meaning and comprehension skills. Students should use the illustrations on each page to make
inferences about the characters and main idea of the book. Students will expand vocabulary using
the pictures and storyline. The students will feel more comfortable about using the context clues in the
book to make predictions, and inferences that aren’t explicitly said. By facilitating a grand discussion
directive questions, students are given an opportunity to take risks and engage with peers in order
to build a close classroom community. According to Tompkins (2017), risk taking is an important
component in building a classroom community, and grand discussions offer a context in which
children can take risks and interact with/learn from their peers (p.16).

iv. How is your lesson grounded by either the Foundation Blocks or SOLs?

The Virginia SOLs that this lesson covered were : “Standard(s): 1.7 The students will use semantic
clues and syntax to expand vocabulary when reading
b) Use titles and pictures
c) Use information in the story to read words”
Students were asked questions throughout the reading that provoked them to consider and think
about how they could use the pictures to determine what was happening in the story - an aspect
of making inferences. Hoffman (2011) describes the importance of the ability to identify
important pieces, synthesize meaning from background information and interpret their own
meaning based on their experiences (p. 185). The book we chose for the read aloud lesson only
used the same four words, so in order to comprehend the story the reader must make inferences
based on the pictures provided. Students must synthesize meaning from background information
provided in the illustrations and interpret the story based on their own experiences - they can tell
the rabbit was happy because they smile when they are happy, also.

vii. What were you most anxious about or what concerns did you have before
teaching this lesson and why?

The term “inferences” is usually used in higher grade levels, so we were nervous this
might be a difficult academic vocabulary word for first graders to understand and apply. Because
of the higher level vocabulary word, we were a little concerned students would be hesitant to
participate in answering read aloud questions. However, the structure of this lesson simplifies the
term and helps students understand that making an inference is like making a prediction based on
what you already know or have observed. According to Dooley (2010), early readers begin
building comprehension skills by meaning making through interaction with implicit and explicit
text based on background knowledge (p.120). The student uses the context cues in the book, such
as the pictures, and their background knowledge to infer how the characters are feeling and why
without the book explicitly telling them. The book we chose is an ideal text that shows the
purpose of inferences as well as how they are applied to reading comprehension.
 References
Dooley, C. M. (2010). Young children’s approaches to books: The emergence of comprehension.

International Literacy Association, (64)2, pp. 120-130.

Hoffman, J. L. (2011). Coconstructing meaning: Interactive literary discussion in kindergarten

read-alouds. International Literacy Association, 65(3), pp.183-194.

doi:10.1002/trtr.01025
Tompkins, G. E. (2017). Ch. 1: Becoming an effective literacy teacher. Literacy for the 21st
century: A balanced approach. Pearson: Boston, MA. pp. 1-33.
 RUBRIC 30 points
Criteria Excellent Acceptable Needs work Self- Points
evaluation
score

Lesson Plan 7-10 Points 3-6 points 0-2 points 10

Components All lesson plan There is one component Three or
components are missing. more
thoroughly listed. components
Including the assessment are missing.
that informed this lesson.
Procedures 7-10 Points 3-6 Points 0-2 points 10
The lesson is introduced The lesson is introduced in
in a logical and engaging manner that may be There are
manner so students know somewhat confusing to parts of the
what to expect and what is students in order to know lesson that
expected of them. what to expect and what is were only
Procedures are clear and expected of them. minimally
detailed to enable a third Procedures are vague, introduced.
party follow the lesson lacking detail required for
without aid. a third party to follow the
lesson.

Reflection 7-10 Points 3-6 Points 0- points 10

Includes a thoughtful Includes a somewhat
reflection describing the thoughtful reflection Reflection is
lesson, areas for growth, describing the lesson, areas minimal.
strengths, and for growth, strengths, and
modifications for future modifications for future
lessons. All of the lessons and/or lacks detail.
questions in section B
were addressed. At least 3
citations from the course
readings were naturally
woven throughout.

Comments: Total
Points
One or more grammar, spelling, or typographical errors as well as not including the
rubric with the self-evaluation score may result in a deduction of points.