A. TITLE/ TYPE OF LESSON Large & Small Group Reading/ A Language Arts Lesson B.

CONTEXT OF LESSON Prior to planning these large & small group, language arts lessons, I was given the opportunity to teach this specific content area for several weeks. In result, I used much of this teaching experience as a pre-assessment for these lessons. In doing so, I was able to uncover a lot about students readiness, interests, and learning preferences during language arts. Through informal observations, I determined that the majority of students in my class would benefit from further practice in obtaining comprehension and being exposed to new vocabulary. In order for students to gain comprehension from texts, it is critical to first discuss new or unfamiliar vocabulary that may appear. In addition, within these lessons, students will be focusing on making predictions and determining facts from opinion. Based on child development, this lesson is fit for these students at this time because it allows for them to use their developmental strength of practicing methods to achieve understanding. In this particular lesson, students are using the methods of defining vocabulary using prior knowledge, determining fact from opinion, and making predictions, in order to achieve understanding of the related text. In terms of the language arts curriculum sequence in the second grade, reading and writing are categorized as a priority. The second grade student is expected to expand vocabulary and learn a variety of comprehension strategies for reading fiction and nonfiction texts. Therefore, proving that these lessons are an appropriate and beneficial experience for all students. C. LEARNING OBJECTIVES Understand Know The student will be able to The student will know that we understand that we can expand can explain the meaning of our understanding of new words within the context of vocabulary, through the use of how they are used. a variety of texts. The student will be able to The student will know that we understand that specific can define words to vocabulary helps explain and comprehend nonfictional and clarify ideas. fictional literature. The student will be able to The student will be able to understand that through the know that a fact can be proved use of information within as true or false. texts, we can determine what is fact and opinion. The student will be able to know that an opinion tells someones ideas or feelings. The student will be able to The student will be able to understand that know that a prior knowledge comprehension requires is used to make and confirm Do The student will be able to define new vocabulary through the use of context clues and information within text. The student will be able to comprehend literature through the use of vocabulary. The student will be able to recognize fact from opinion.

The student will make predictions throughout the text selection.

making and confirming predictions.

predictions, based on text.

D. ASSESSING LEARNING Students will demonstrate understanding of new vocabulary by providing examples to show meaning. Students will apply new vocabulary by showing or telling how they relate to the new vocabulary. Students will answer questions about the text to demonstrate understanding of new vocabulary. Students will answer questions about the text to demonstrate comprehension of the main idea. Students will make predictions, using pictures and text, throughout the text to demonstrate comprehension. Students will answer questions as to why specific statements are fact or opinion. Students will find statements within a text that are fact or opinion. Students will make connections with the text using prior knowledge. Students will state the authors purpose using prior knowledge and comprehension of the selected text. Students will accurately complete a brief assessment with questions relating to the text. E. RELATED VIRGINIA STANDARDS OF LEARNING
2.5 The student will use phonetic strategies when reading and spelling. a) Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words. b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words. c) Decode regular multisyllabic words. 2.6 The student will use semantic clues and syntax to expand vocabulary when reading. a) Use information in the story to read words. b) Use knowledge of sentence structure. c) Use knowledge of story structure and sequence. d) Reread and self-correct. 2.7 The student will expand vocabulary when reading. a) Use knowledge of homophones. b) Use knowledge of prefixes and suffixes. c) Use knowledge of antonyms and synonyms. d) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts. e) Use vocabulary from other content areas. 2.8 The student will read and demonstrate comprehension of fictional texts. a) Make and confirm predictions. b) Relate previous experiences to the main idea. c) Ask and answer questions about what is read. d) Locate information to answer questions.

e) Describe characters, setting, and important events in fiction and poetry. f) Identify the problem and solution. g) Identify the main idea. h) Summarize stories and events with beginning, middle, and end in the correct sequence. i) Draw conclusions based on the text. j) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression. 2.9 The student will read and demonstrate comprehension of nonfiction texts. a) Preview the selection using text features. b) Make and confirm predictions about the main idea. c) Use prior and background knowledge as context for new learning. d) Set purpose for reading. e) Ask and answer questions about what is read. f) Locate information to answer questions. g) Identify the main idea. h) Read and reread familiar passages with fluency, accuracy, and meaningful expression. 2.10 The student will demonstrate comprehension of information in reference materials. a) Use table of contents. b) Use pictures, captions, and charts. c) Use dictionaries, glossaries, and indices. d) Use online resources.

F. MATERIALS NEEDED *I will be responsible for supplying all materials for this lesson. - Shelter Pets are Best (booklets) by Gabrielle Fimbres - Earthquakes, Volcanoes and Tsunamis (booklets) by Elizabeth Austin - What in the World Is That? - Winter Olympic Articles - Pencils - Sing With Me song book - Conventions book G. PROCEDURE This lesson plan is broken down into a number of lessons. The first lesson recorded is the whole group reading lesson. Following whole group reading is the small group reading lessons. Due to the fact that these groups are differentiated based on readiness, each group will be focusing on a different text. The yellow group will be introduced to What in the World Is That? , the green group will be introduced to Shelter Pets are Best and the blue group will be introduced to Earthquakes, Volcanoes and Tsunamis and the red group will continue to read articles on the 2014 Winter Olympics.

Whole Group: To start off the whole group lesson, I will engage students by introducing to them the globe ball. This globe ball will also serve as a form of engagement throughout the whole group lesson. I plan to use this ball as a way to motivate students to participate in answering questions or contributing to the discussion. I plan to go over some ground rules for the globe ball and will be sure to mention that there will be consequences if we dont follow these rules. The person that holds the globe ball in their hands is the only person that is allowed to talk. Everyone else should be listening and focus on that person. After each students response the ball needs to be tossed back to me, so that I can give it to another student. We will also talk about what is an appropriate toss. Once this is introduced, I will then continue by reviewing our high frequency and amazing words for the week. Once these are briefly reviewed, I will then call on a student to alphabetize the high frequency words. As a group we will then decide if we agree or disagree with the students ordering of words. Following our vocabulary review, I will then remind students that the theme for this weeks reading is, How can familiar things help us with changes?. Next, I will direct students attention to the Sing With Me song of the week- Favorite, Old Things. I will ask students if they can make any connections with the theme of the week and the title of the Sing With Me song. Next the students will sing the song two times, I will then have them pull out vocabulary words from the song. We will then briefly discuss the meaning of the words within the song, making that further connection with the vocabulary. I will then read the students a short story called Kimis Ocean. I will first read the title and the author to students. I will explain to the students that in this story, the author uses some amazing words. I will then read the story and have children listen for the word tough. Once the story is finished I will then have students raise their hand if they heard the word tough in the story. I will then ask them how it is used in the story. I will reread the sentences: Hm, Mom said, frowning in thought. Thats a tough one. I will then ask students what does Thats a tough one mean? (Thats a hard problem to solve.) I will then ask students what other words we can use in place of the word tough? (Strong, hard, sturdy, difficult) I will have the students share their suggestions. I will then tell students to turn to a partner next to them and tell each other about a time they had to do something tough. I will then have a few students volunteer their examples. I will then have students go back to their seats and we will review our weekly conventions: adjectives and our senses. I will ask students what adjectives are. (An adjective tells how something looks, smells, tastes, feels, or sounds.) I will then ask students what else we use to tell how something looks, smells, tastes, feels, or sounds? (our senses). Following this review I will have students pull out their big books and tear out p.295. We will then complete this worksheet both cooperatively and individually. Transition: Introduce students to daily writing and remind them of their spelling activity and

past writing activities. Yellow Group: Vocabulary: claw, bill, platypus, sleek, strange, webbed, feathers, gnaw, whiskers. In order to engage students for this small group reading lesson, I will start off by inviting students to preview the cover of the book. I will then read the title and author and invite students to describe to me what they see on the front cover. Student responses may include: a black thing, a fish, an animal. I will then ask students how we describe animals. I will then ask students to predict what this book may be about. After hearing each of the students ideas, I will then have them turn to page one where we will begin our book walk, previewing pictures and introducing any related vocabulary. Once we have explored the pictures and new vocabulary, we will then begin reading. Throughout the story, I plan to stop the reading and allow for students to change their predictions based off the new clues provided. Green Group Vocabulary: breeders, counselors, lifestyle, microchip, obedience training, purebred, shelter, veterinarian. In order to engage students for this small group reading lesson, I will start off by inviting students to preview the cover of the book. I will then have students describe to me what they see on the front and back cover (a family with a dog at a shelter). Student responses may include: a dog, a family, a shelter. I will then ask students what they already know about pets and shelters. Following this brief discussion, I will then have students point to the title and ask one student to read the title aloud. I will ask students if the title is a fact or opinion and why? I will then have students access and point to the author. I will ask one student to read the authors name aloud. I will then ask students what type of book they think this is and based off the title and what we see on the cover, what could this book be about? After hearing each of the students ideas, I will then have them turn to the table of contents. I will then model asking questions why viewing the table of contents. I will ask students what the title of each section might inform us more about. I will also ask questions in terms of the page numbers provided in the table of contents. I will then have the students access the glossary in the back of the book. I will review with students what a glossary is. I will then have each student read a word and definition from the glossary. Following each word, we will make connections. I will then give students the opportunity to preview the rest of the book. During this preview, I will have students point and access any new vocabulary on the designated pages. I will also be sure to point out the pictures and discuss with students what these visuals are showing us. Following the book preview, we will begin to read the book. We will use a variety of reading strategies such as read to self, read to a partner, and read aloud. I will break the book up into sections. So, following each section, I will have students answer questions, make predictions and access examples of facts and/or opinions. (Due to time constraints, it is very likely that we will not be able to fully delve into the reading of the text until the following day.)

Blue Group Vocabulary: Earthquakes, faults, magma, plates, tsunamis, volcanoes, continents, erupts, landslides, mudslide, Richter scale, violent. In order to engage students for this small group reading lesson, I will start off by inviting students to preview the front and back covers of the book. I will then have students describe to me what they see on the cover (an erupting volcano). Student responses may include: an exploding volcano, a smoke cloud, and a volcano in Hawaii. I will then ask students what they already know about earthquakes, volcanoes, and tsunamis. Following this brief discussion, I will then have students point to the title and ask one student to read the title aloud. I will then have students access and point to the author. I will also ask one student to read the authors name aloud. I will then ask students what type of book they think this is and based off the title and what we see on the cover, what could this book be about? After hearing each of the students ideas, I will then have them turn to the table of contents. I will then model asking questions why viewing the table of contents. I will ask students what the title of each section might inform us more about. I will also ask questions in terms of the page numbers provided in the table of contents. I will then have the students access the glossary in the back of the book. I will review with students what a glossary is. I will then have each student read a word and definition from the glossary. Following each word, we will make connections. I will then give students the opportunity to preview the rest of the book. During this preview, I will have students point and access any new vocabulary on the designated pages. I will also be sure to point out the map and diagrams and discuss with students what these visuals are showing us. Following the book preview, we will begin to read the book. We will use a variety of reading strategies such as read to self, read to a partner, and read aloud. I will break the book up into sections. So, following each section, I will have students answer questions, make predictions and access examples of facts and/or opinions. (Due to time constraints, it is very likely that we will not be able to fully delve into the reading of the text until the following day.) G. DIFFERENTIATION As stated previously these small group lessons are differentiated based on the readiness level of the students. In order to better meet their reading needs, I have selected texts that reflect all the students PALs assessment scores. This lesson also provides students with a variety of opportunities to acquire prior knowledge to make predictions and uncover new vocabulary, in order to fully comprehend the text. This component supports a wide range of learners to benefit from this reading lesson. In addition, these small group lessons provide a combination of learning opportunities for auditory and visual learners. I also realize that defining and making connections with words can be a difficult task for some students. Therefore, I made sure to include a number of ways that students can grasp the true meaning of new vocabulary. This was done through: making personal connections with the words and reading context clues.

H. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? - A student may not be able to fully understand one or all of the vocabulary words at hand. Therefore, I will be sure to do my best to provide examples of using the word in a sentence with appropriate context clues to build understanding. - A student may not understand the difference between fact and opinion. If this is the case, I will provide the student will examples that could be applicable to them. -If there is a fire drill during this lesson, I will instruct students to quietly line up at the door. -If a student gets sick during this lesson, I will assist the student immediately and make sure that him/her gets to the nurse. -If my lesson ends earlier than expected, I will have students complete a brief extension activity worksheet. This activity will include questions in relation to the text. - A student may cause a distraction/disruption on the reading rug. If this occurs, I will give the student a stern warning. If it continues to happen with the same student, I will ask the student to move their behavior card. If it still persists, I will then pull the student to the side to briefly discuss his/her actions.