McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Hannah Hopper Date: Thursday, February 23rd

Title of Lesson: Reading Small Groups Cooperating Teacher: Mr. Burnsworth

Core Components
Subject, Content Area, or Topic: Reading Small Groups & Independent Task Time

Student Population: 20 students-Gifted Cluster

10 boys
10 girls
Learning Objectives: TSW identify the main idea of a non-fiction text through reading, charting
information, and answering questions. TSW be able to identify the difference between
supporting details and the main idea.
Virginia Essential Knowledge and Skills (SOL)
Reading SOL 3.3-The student will apply word-analysis skills when reading.
-use knowledge of regular and irregular vowel patterns
-decode regular multisyllabic words

SOL 3.6 The student will continue to read and demonstrate comprehension of nonfiction texts.
a) Identify the authors purpose.
b) Use prior and background knowledge as context for new learning.
c) Preview and use text features.
d) Ask and answer questions about what is read.
e) Draw conclusions based on text.
f) Summarize major points found in nonfiction texts.
g) Identify the main idea.
h) Identify supporting details.

Materials/Resources
Word Study Sort Cards (for all 3 groups)
Chunk, chunk blend cards (for all 3 groups)
High Frequency Sentences (for 2 groups)
Non-fiction text (differentiated for red group & yellow/blue group)
Large white board for teacher to chart non-fiction text information
Dry Erase Marker
Wheres the Sound? Cards (Red Group)
Square Chips (Red Group)
Push Sound Cards (Red Group)
Stop Light Laminated Paper (Red Group)
Small Privacy Folders (Red Group)
Word building cookie sheets (Red Group)
Timer
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
Anticipatory Set
WHOLE GROUP:
5 min TTW review the independent tasks for each group. The independent tasks will be written
down and posted for each group to see on the white board. TTW explain what is priority
for that day and the order the students should move through their tasks. TTW remind the
students which group is going to the library to select a book of their choice for their own
book review.

SMALL GROUP:
5 min Yellow & Blue: TSW sort their word study cards independently.

5 min Red: TTW read the high frequency sentences and the students will repeat.
State the Objectives (grade-level terms)
I can identify the main idea and supporting details in a non-fiction text.

30 Instructional Input or Procedure

min Blue & Yellow Group: (Middle and High Group)
1.Word study sort Independently- TTW monitor the sort and ask the partners What do
you see? and What do you hear?
2.Chunk, chunk blend cards
3.High Frequency Sentences-Teacher led (Blue group only)
4.High Frequency words in isolation (Blue group only)
5.TTW distribute non-fiction texts to the students. TSW read the entire article in a whisper
voice. TTW ask the students what the main idea was in each paragraph. TTW chart the
responses using the white board. TTW guide the students in highlight the best header for
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 each paragraph, based on the main ideas.

Red Group: (Low Group)

1.High Frequency Sentences-Teacher Led
2. Wheres the Sound?: (2-3 cards)
3.Push Sounds on Phoneme Cards (2-3 cards)
4.Word Sort completed with a partner- One student will read the words and the other
student will direct where the words should go in the sort. TTW monitor the sort and ask the
partners What do you see? and What do you hear?
5.Chunk, chunk blend cards
6.Word building using the cookie sheets-TTW pass out a cookie sheet with magnetic
letters to each student. TTW ask the students to build a word and will check how they
spell it by reviewing the common patterns.
7. TTW distribute non-fiction texts to the students. TSW read the entire article in a whisper
voice. TTW ask the students what the main idea was in each paragraph. TTW chart the
responses using the white board. TTW guide the students in highlight the best header for
each paragraph, based on the main ideas.

10 Modeling
min TTW model by directly instructing the students on how to read and take notes for a non-
fiction text. TTW ask
What is the authors purpose in writing this?
What is the text mainly talking about?
What would the main idea be?
What are some supporting details? How do you know?
What are some conclusions we could draw?

TTW chart the students responses using the white board.

Check for Understanding

5 min TTW check for understanding during the blind sort. TTW ask the students What do you
see? and What do you hear?

TTW monitor the students as they complete their chunk, chunk blend cards & HF
sentences.

Red Group:
TTW check for understanding during Wheres the Sound by using privacy folders
and have the students reveal where they think the same sound is (beginning,
middle or end)
TTW check for understanding during Push the Sound and their word building
activity using the cookie sheets.
5 min Guided Practice
1.TSW read all the words under one category. TTW ask the students
What do you see?
What do you hear?
7 min TTW guide the students through their non-fiction reading. TTW facilitate discussion by
asking specific questions and charting the students responses using the white board.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
30 Independent Practice/Tasks:
m Functional Text Piece-independently at their desk
in Reading: Continue reading leveled novels and reader response booklets (Ch. 9)-
independently at their desks
Word Study Weekly Routines-independently at their desk
Determine Importance-out in the hallway
Vocabulary Alley-out in the hallway
Achieve 3000-take notes first and then complete the quiz
Write book review using their graphic organizer notes
Assessment
Collect independent task work from students to see how well they completed their
functional text task independently. TTW use this data to address misconceptions or
misunderstandings in small group the following day.
1 min Closure
TTW ask the students: What is the difference between a main idea and supporting
detail? How do we know?

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Differentiate by readiness for reading groups: Based on reading level & common
strengths/weaknesses.
Red Group-Lower group who struggles with decoding words. Remediate through Wheres
the Sound?, Push the Sound, and high frequency sentences.
Yellow Group-High Group who is enriched with multi-syllable words during word study and
is given higher leveled texts for non-fiction articles.
Several non-linguistic activities to appeal to kinesthetic and visual learners. (Cards for
sorting word study, push the sounds, wheres the sound, building words with cookie sheets)
Classroom Management Issues (optional)
Timer
Clearly explain independent tasks so students do not interrupt small group time
Place struggling students next to the teacher (Michaela H. and Flynn)
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015