Lesson Planning Template

Lesson Title:________ Finding Context Clues_____________ Grade:___1st ____

Learning Target: Students are able to summarize what they have read by naming characters and key
events using context clue to figure out unknow words .

State: Ohio
Subject: English/Reading

Content Curriculum Focal Points Common Core State Interdisciplinary Connections

Standards

National Council of Teacher CCSS.ELA- A preselection of books that may

for English:
Students apply a wide range of
strategies to comprehend,
interpret, evaluate, and
appreciate texts. They draw on
their prior experience, their
interactions with other readers
and writers, their knowledge of
word meaning and of other texts,
their word identification
strategies, and their
understanding of textual features
(e.g., sound-letter
correspondence, sentence
structure, context, graphics).
LITERACY.RL.1.2 have various topics that may
Retell stories, including key involve other curricular subjects.
details, and demonstrate
understanding of their central
message or lesson.
CCSS.ELA-
LITERACY.RL.1.3
Describe characters, settings,
and major events in a story,
using key details.

Academic Language: Characters, setting, key details(review), context clue(new word, introduced in
before section of lesson) .

Students’ Needs: Students need to have a solid grasp on reading. Those who do not will receive extra
help through partner reading and teacher instruction/feedback. I will ask students about what they
already know about the academic language and provide examples from familiar situations.

Student Additional Support What the Teacher Will Do:

Name With:

Dom Understanding/Reading Pull Dom for more individualized instruction.

words in the text. If multiple students are struggling the same as him
pull a small group and work with partners.

Angie Understanding/Reading Provide Angie with a partner and a story book with
(ELL) English words in the both English and Spanish words.
text.
 Sam Reading words properly Provide Sam with a large print book and then orally
(dyslexia) answering the questions into a tape recorder.

Kayla Reading and Provide Kayla with an audio book.

(SLD) understanding what she
reads

Materials:
Student and Teacher Needs:
Amelia Bedelia book
Pre-selection of books
Smart board
Mini white boards
White board markers
Tissues (white board erasers)
Worksheets
Pencils

Language Function:
Students will identify the characters and setting in a story while identifying the key details of the story.
Students will also describe how they learned new words from reading and using context clue.

Lesson Plan (step by step sequence of the lesson)

Before: I would start the lesson off with asking students to raise their hands if they have ever come
across a word while reading that they did not know. I would then ask what they did when they
encountered those words. Asking why students did what they did. After students answer I will tell
them about how we can figure out the words we do not know through using context clues, using
pictures and words around the words we do not know to help figure out the unknown word’s meaning.

During: I will then read an Amelia Bedelia story to the class. Afterwards we will talk as a class about
how the students can use context clues to figure out what Amelia was actually supposed to be doing.
Next, I would put up a worksheet(WS1) on the smart board to complete with the class for some more
practice. I would answer the first two question thinking aloud as I answer them, then the next two we
would work together on as a class through prompts, and the last one the students would answer on
mini white boards and then hold them up when asked what they answered. Next, we would work on
another worksheet(WS2) together where one has to read a passage and then guess the meaning of a
word and explain why you think that. Again, it would be similar situation where I would think aloud
answering one or two, we work together to answer two or three, and then students on their white
boards answer the last few independently. At the end of the lesson I would hand out the context clue
bookmarks explaining them and showing how they can be a reminder them what they should be doing
while reading.

After: After the worksheet is completed I will explain the independent work. For the first 15 minutes
students will partner read a story together. I will choose the partners based on reading proficiency and
interests. Students who struggle to read would be paired with one how is more fluent with them in
reading. This way the struggling students are able to have examples for reading fluency. The more
 proficient reader will read first and then the struggling student will read the same passage after. The
partners can help each other while reading. I will walk around observing and helping partners.
The second half of independent work would consist of students independently reading a book of
their choice, from preselected books, and then answering questions about the story they read. The
books that students choose from would be preselected stories where there will be some words students
have not encountered and would then have to use context clues to figure out the meaning of the
words. I would also hand out the third worksheet (WS3) and explain that after reading the story
students will have to answer the questions on the worksheet, going over the questions with them to
make sure they understand what they need to do. I will make sure that students understand previously
learned terms, such as characters, setting, and key details before allowing them to independently read.

During the Independent Reading: As students are independently reading I will pull Dom and other
struggling students for more individualized instruction. I will have them read in partners again and
each pair would read one book together. I will encourage quiet discussion between the pairs about
using context clues and correct each other’s reading. After I have spent some time with the partners
making sure they know what to do I will walk around the classroom asking students quietly how their
reading or answering the questions are going and what they are doing strategy wise. I plan to spend a
few minutes with each student providing feedback on what they are doing.

Assessment:
Type of Description Modifications or Evaluation Criteria-
assessment of assessment accommodations

Formal Students will Struggling students If students fill out the worksheet correctly
fill out a including Dom working they have fulfilled the learning objective.
handout about together to read and answer
the story. the worksheet. If students incorrectly fill out the
worksheet extra review is needed.

Informal Classroom Are students properly using partner time

Formative observations to discuss the book and reading strategies.

Plan for Classroom Management: During the before and during part of the lesson students will be on
the carpet. Throughout the lesson time I will be giving positive/negative feedback and behavior tips. In
the classroom there is already a system about misbehavior where a clothes pin gets moved higher or
lower on a chart. Students also receive stars based on answering questions and being on their best
behavior.

Paraeducator Support: If a paraeducator is in the classroom either myself, as the teacher, or the
paraeducator would be able to spend more time with the struggling reading group during independent
reading. Also, as I give the lesson the paraeducator can walk around the room making sure that students
truly understand what I am teaching them. The paraeducator would be quietly checking in with the
students who do not participate to make sure they truly understand context clues.
Resources:

Bookmarks
https://www.teacherspayteachers.com/Product/New-Word-Clues-Bookmark-2452665

Worksheet 1 (WS1)- fill in the blank

https://www.teacherspayteachers.com/Product/Context-Clue-1st-Grade-2825449

Worksheet 2 (WS2)- define the word and why

https://www.teacherspayteachers.com/Product/Context-Clues-FREEBIE-653863

Worksheet 3 (self-created)