ED 215R LESSON PLAN #3

RATIONALE FOR THE LESSON: (Why are you teaching this lesson now to these children?
How does this lesson fit/connect with what they have been learning about being a good
reader/writer and what they will learn in the future?)
The students have been learning about non-fiction texts. They have learned about the aspects of a
non-fiction text compared to a fiction book. For example, there are captions and table of contents
in non-fiction books, just to name a few. They have also learned that you read a non-fiction book
different from a fiction book. With a fiction book, a reader has to stop and think about what they
are learning rather than read it straight through like a fiction book. Now since they have been
reading only non-fiction books for awhile now, the teacher understands they are running into
words they may not know the meaning of and cannot decode them. So I will be teaching them
how to understand words they cannot sound out. Then in the future they will be learning about
how to make connections between multiple texts they read about one topic. I have a range of
readers in my class that start at transitional reader to a beginning reader according to the New
Berlin Reading Continuum. By allowing them to read from their just right books in their bins
during practice time, they are able to practice the skill modeled with a book they can mostly
understand.
OUTCOMES/GOALS:
For the Student: What Common Core State Standards for English/Language Arts (CCSS-E/LA)
will you be teaching to? (Based on learning needs identified through assessments, the CCSSE/LA, and the school/district curriculum.)

CCSS.ELA-Literacy.RI.2.4 Determine the meaning of words and phrases in a text

relevant to a grade 2 topic or subject area.
For the Teacher: What WI Teaching Standard(s) will you be working towards in this lesson?
(Your goal)
WI Teaching Standard #9- The teacher is a reflective practitioner who continually evaluates the
effects of her choices and actions on others and who actively seeks out opportunities to grow
professionally.
-The teacher is committed to seeking out, developing, and continually refining practices
that address the individual needs of students.
LEARNING OBJECTIVE: What specific learning target do you have for this lesson? (The
students will be able toin order to)
The students will be able to determine the meaning of unknown words by using pictures,
captions, and context clues in order to understand an informational text.
ASSESSMENT: How/when will you collect evidence to see if students have met the learning
objective?
After I am done modeling my thinking, I will have the students turn and talk in order for me to
assess whether they are understanding what I am doing when I am modeling my reading. Also,
after the focus lesson is done, and the students are practicing, I will conference with students as
they are individually reading to see if they are using the skills I modeled properly. I will ask them
if they have come across any unfamiliar or unknown words, and ask them to explain how they
figured out what the word meant. I will take annotated notes on this conference

STRATGIES FOR STUDENTS OF VARYING ABILITIES: (Based on specific learner needs

identified) What do you plan to do to address the variety of literacy and learning needs of the
children in the class?
There are different ranges of reading in my cooperating classroom and I will accommodate for
the range by letting each child read their own non-fiction text that is a just right book with the
strategies they are comfortable with. My modeling will be similar to my CTs, therefore the
students will be familiar with how I am teaching. As children are independently reading, I can
support their thinking by asking deeper level thinking questions to understand how they are
thinking about the words they are stuck on. Ex) What are some clues we talked about that can
help you figure out this word? Re-teach if student needs.
MATERIALS: (List all materials you will need to teach this lesson.)
The Magic School Bus- Inside the human body big book
Kids will need a just right book that is non fiction
Piece of paper to write unknown words and meaning they have found.
What will the children be writing their words and meanings on?
TOTAL TIME NEEDED: (Should be 10-15 minutes for demonstration or
demonstration/participation.
Include approximate time for each procedural area.)

PROCEDURES: (Explain in detail.)

__2 min___Introduction:
Welcome and thank one last time for helping me out.
Set ExpectationsNow I have taught two lessons for you as writers, but today we are going to be readers!
Does this mean our behaviors change? No, I still want to see listening positions, good listeners,
so no one talking while others are talking, and being respectful to our friends!
Introduce lesson objectiveYou readers are working on reading non-fiction texts right? What are non-fiction texts
for? They are for learning something new right? They teach us about something. Well,
sometimes when I am reading a non-fiction text, I come across an unfamiliar word. That happens
when we are learning about new things, we also get to learn new words! But sometimes, I dont
know what a word means, and sounding it out is not helping me figure out what the word means.
So today, I am going to model for you or show you some skills that can help you and help me
learn what some words are when we cant figure them out.
__10 min___Demonstration:
So I have been reading this book (pull out book) about the human body. The title is
The Magic School Bus- Inside the human body by Joanna Cole and illustrated by Bruce Degen.
Now before we begin reading it, lets examine it or look at it to see what it is about. Who can tell
me what it is about? Wait for response. And how did you know that? Wait for response. Does
this look like a non-fiction text? No right? It looks like a fiction, but we also learned that not all
non-fiction texts look the same! So we know it is about the human body, lets start to read and see
what unfamiliar words we run into.
Model:

Read normal until page 4. Pronounce exhibit incorrectly.

Hmm, I dont know that word. Try to sound it out. Well I still dont recognize that
word. So maybe I will look at the pictures on the page to see if I can figure that word out. Point
to parts of picture. Well I know there is a lot about the body on this page, but I dont see
anything that helps me figure out what that word means. Maybe if I re-read like a good reader
does and just skip over that word to the end to see if that helps me figure out the word. Reread
skipping over the word. Hmm, well I know what a science museum is and I know what is at
museums. And they are going to go see something at the museum. What do I know are at
museums and sound like they start with ex? Well there are displays, but that doesnt match the
sounds of this word. What else? There are exhibits. Ex-hib-its, exhibits! That is the word, the
students are going to the science museum to look at an exhibit about the human body! So there
will be some models of human body parts, with little captions like we see in our book that give us
more information on what we are learning about. I am going to write that on my piece of paper.
First I will write the word exhibits, and then I am going to write down what it means. (Do so on
board)(Reread sentence) Next, I now can continue to read on and the next time I run into that
word, I will know it!
Continue to read normal. Then get stuck on the word churning.
ch-urn-ing, churning. I think I am saying it right, but I dont recognize what that word
means, it is unfamiliar to me. Let me look at the pictures again to see if that helps me. Well they
are inside a stomach and there is all this stuff around them. I know my stomach when I get
hungry, makes some gurgling noises and feel like its moving all around. It looks like its
moving, so maybe churning has something to do with movement. Now let me look at the text
before and after the word to get context clues. The walls of the stomach moved in and out. Oh,
something about movement again. Oh and it says this stuff is a liquid, so now I can think of think
of some things that water does. Now it says turning round and round right after churning. I bet
you, churning means, to move round and around! Yea, that makes sense. So, I am going to go
back to my paper and write down churning, and then the meaning movement of round and round.
(Actually do on board) (Reread sentence) Now I can continue to read on after I understand what
that page means.
Depending on time, continue to read on and stop at the word saucers and model same think
process.
Book is too long to read through so stop after pg with saucers if I continued on.
__5 min___Participation: (include possible questions to encourage higher level thinking)
You readers see how I used the pictures, and the words before and after to help me figure out a
word that was unfamiliar to me. Turn and talk with a partner about a word I got stuck on and
what I used to figure it out, and how it helped me know what it meant in the end.
Turn to me! Who can share with us what they talked about with their partner?
-Pick on 2-3 students and make responses, trying to emphasize the learning objective of
using clues to figure out a word.
"Give me a thumbs up if you think you can go and read you own non-fiction texts and figure
out the meaning of some unfamiliar words you come across.
-Release students to seats to get books and a reading spot and give 3 minutes before a conference:
"Okay, I am feeling confident, youre feeling confident! We can get to work! What I want
you to do is pick a non-fiction text in your book boxes and just read it. Then when you come
across a word that is unfamiliar, use some of the strategies I modeled to figure out what it means.
Before you continue reading, I want to write on a piece of paper what the word was you got stuck
on, and what you figured it out to mean. Everyone understand what I want you to do? And
remember, we are all reading independently so we need the room to stay very quiet to concentrate
on those strategies we are going to be working on.

-CT often releases students by going alphabetically and I will either do letters or numbers
depending on my mood.
__10 min___Practice:
The students will be reading independently on a non-fiction text.
Conference with 3 students-Ask what they are reading about
-Ask if they have come across any unfamiliar words
-If so, how did they figure out what it meant
Take annotated notes on conference
_____Performance
Call students back to carpet and ask 2-3 students to share some of the words they have come
across and how they figured out what they meant. Ask them to show the page to classmates when
explaining this way the students can get a better understanding of how a picture may help.
Make comments relating to learning objective:
Oh, I see how the picture has _____ and would help me figure out what _____ would
mean too!
Oh that word before/after _____ helped me understand what _____ meant because I had
some background knowledge about that.
_____Closure/Recap (include restatement of lesson objective)
Alright! Again you guys, really nice job figuring out the meaning of those unfamiliar words.
But like I have said the last two times I have taught you. This skill I taught you does not have to
end here! You can use pictures or context clues like the words around a unfamiliar word to help
you figure out a word you dont recognize anywhere, not just in a non-fiction text, but also in
fiction texts, maybe on a math or science test, in the newspaper, on a billboard, and anytime you
read! Thank you again for helping me and I will let Mrs. Biltz take over.
NOTE: If there is an aide/assistant in the classroom, describe how you will utilize her/his
services.