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Instructional Plan

Background Information

Teacher Candidate: Cynnea Schreibman, Deirdre Sanborn Date:11/1/16

Cooperating Teacher: Barbara Ward Grade:4th
School District: Pullman School: Jefferson Elementary
University Supervisor: Tariq Akmal
Unit/Subject: Reading
Instructional Plan Title/Focus: Text to Self-Connections

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose:
The purpose of this lesson is teach students how to use text-to-self connections when reading. This
lesson has students participate in an interactive read aloud from chapter one of Diary of a Wimpy Kid.
Teaching text-to-self connections is important because students need to learn comprehension strategies
in order for them to become stronger readers. When students relate their own lives to the text they are
reading, they are more likely to remember what they read and apply it to their prior knowledge. This
deepens the students understanding of the text and promotes critical thinking.
This lesson falls in the middle of a series of lessons about different comprehension strategies. Before this
lesson students have learned about summarizing, predicting and questioning. After this lesson they will
learn about inferring and visualizing.
State Learning Standards:
Grade Level: 4
EALR: 2. The student understands the meaning of what is read.
Component: 2.1. Demonstrate evidence of reading comprehension.

Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.

Content Objectives:
SWBAT identify text to self-connections from the narrative. (Cognitive)
SWBAT apply text-to-self comprehension monitoring strategy while reading. (Cognitive)
SBWAT effectively share their poster with the class. (Affective)

Language Objectives:
SWBAT write down text to self-connections using proper English conventions.

Previous Learning Experiences:

The students have been learning different comprehension strategies during previous lessons. We have not
learned about text to self-connections yet, but the last comprehension strategy we practiced was questioning.
Each student knows how to summarize, predict and question while they read, so now they will apply those
skills to making connections. Many students already make text-to-self connections when reading without
knowing they are practicing a comprehension strategy.
Planning for Student Learning Needs:
Accommodations for gifted students:
Gifted students will have the ability to make text-to-self connections with a book that is at their higher
reading level during independent work time. If they finish their portion of the poster early, they can write
more examples of text-to-self connections.
Accommodations for IEP students:
Students with behavioral issues will be partnered in groups with students they work best with. They will
be seated close to the teacher for consistent monitoring.
Students with vision impairments can listen to a read aloud of the book on the computer and then have
another student scribe their connections on the poster.
Accommodations for ELL students:
ELL students can read a book that is at their English level or a picture book during independent reading.
They can also draw a picture to represent their text-to-self connection if it is hard for them to write in

Content/Language Objectives Assessment Strategies

SWBAT apply text-to-self comprehension Formative: Teacher will take anecdotal notes to assess if
monitoring strategy while reading. students understand text-to-self connections during
modeling and individual work time. The teacher will
follow up with students who do not show understanding.

Summative: Students will complete poster as evidence

of their text-to-self connections.
SWBAT identify text to self-connections Summative: Students will complete poster as evidence
from the narrative. of their text-to-self connections.

SWBAT effectively share their poster with Summative: Students will work together to present their
the class. poster with the rest of the class. They will use a loud and
clear speaking voice when presenting. Their presentation
will be graded based on quality of work and presentation

Student Voice: Select two components of student voice and identify how students will reflect and/or
communicate on their learning or progress toward meeting the goals. You may eliminate the components not
being addressed.

K-12 students will: Student-based evidence to be Description of how

collected (things produced by students will reflect on
students: journals, work their learning
samples, projects, papers, etc.)
1. Explain student learning Exit Slip Exit slip will ask students to
targets and what is required to rephrase the learning target
meet them (including why and reflect on why it is
they are important to learn). important to learn self-to-
text connections.
2. Monitor their own learning Exit Slip Exit slip will ask students to
progress toward the learning reflect on their own
targets using the tools understanding of self-to-text
provided. connections and how
confident they are about
using the strategy
3. Explain how to access Computer Students are able to watch
resources and additional videos being read aloud
support when needed online or listen to the book
on tape.
Grouping of Students for Instruction
Students will be seated at desks while teacher reads using the document camera. During activity students
will be working in groups of 4. Students have been strategically put in groups based on ability levels.
We will pair strong readers with struggling readers so that the struggling readers do not fall behind and
the strong readers can serve as a model.
Section 2
Learning/Teaching Experiences
1. Introduction: The teacher will introduce the lesson by reminding the students that they have been
working on comprehension strategies. Today, we will be reading the first chapter of Diary of A Wimpy
Kid. While reading, think about how you can relate to the main character. Write down anything that
reminds you of an experience youve had. After I read, I will need your help making connections.

2. Questions:
1. What is a self-to-text connection?
2. What does this picture remind you of?
3. Have you ever experienced something similar?
4. Can you relate this to your own life?
5. How can self-to-text connections be a good reading strategy?

3. Learning Activities:
Learning Activity Supporting Principles/Theories
1. I do/ You watch Advanced Organizers (Ausabel & Mayer)
Teacher will model reading strategy while reading Observational Learning (Bandura)
Diary of a Wimpy Kid. Okay learners, I am going
to begin reading the first chapter. As I read, I am
going to be looking at both the words and pictures to
see if I can relate to any of the characters. First of
all, the picture on the cover of the book reminds me
of when I was in elementary school. I always
showed up with a frown on my face. Teacher
continues to read while making 2-3 more
2. I do/ You help Constructivism (Vygotsky, Piaget, Wertsch, John-
Teacher will ask students to help make self-to-text Steiner, Mahn)
connections while continuing to read. Alright, I am
going to ask you all for a little help. Can anyone
make a text-to-self connection to something I read
on this page? Great!. Teacher continues to read
while asking students to make 2-3 more connections.
3. You do/ I help Developmental Stages (Piaget)
Students practice making text-to-self to connections
while reading their own texts at their desks. Students
should read a text that is appropriate for their
reading level. Teacher will walk around room and
monitor student progress. Students should be writing
their self to text connections down in order to
prepare for their poster presentation.
4. Before beginning activity, the teacher will show Constructivism (Vygotsky, Piaget, Wertsch, John-
students the rubric they will be graded on. Students Steiner, Mahn)
will work in table groups of 4 to create a visual
poster to show their self-to-text connections. Each
student should write the title of their book and 2
connections they made. Students will be given large
sheets of white butcher paper and a variety of
5. Students will share their posters one at a time with Importance of Language (Vygotsky)
the rest of the class. Each student should talk about Constructivism social interactions ((Vygotsky,
his/her contributions as well as a quick summary of Piaget, Wertsch, John-Steiner, Mahn)
their text. Students will be graded on understanding
of self-to-text connections as well as presentation
skills. Teacher will use rubric to assess.

4. Closure:
Students will return to their seats for a quick recap on text-to-self connections and how their presentations went.
They will complete an exit slip as their ticket out the door.

5. Independent Practice:
Students will be encouraged to practice this reading comprehension strategy at home during nightly reading.

Instructional Materials, Resources, and Technology

1. One copy of Diary of A Wimpy Kid
2. Piece of large butcher paper for each table group
3. Markers
4. Individual texts for students (from classroom library)
5. Projector
6. Document camera

Kinney, J. (2007). Diary of a Wimpy Kid. Abrams, Harry N., Inc.

Anecdotal Note Sheet

Student Student makes Student is reading Comments for follow up
thoughtful text-to- from appropriate
self connections? leveled book? Y or N
Y or N

Rubric for Poster and Presentation

Names of students
Made thoughtful
(scale of 1-4)
understanding of
(scale of 1-4)
Spoke with loud and
clear voice
(scale of 1-4)
Made eye contact
with audience
(scale of 1-4)
Uses proper English
conventions with
little to no errors
Total Points /20 /20 /20 /20

Exit Slip
Name__________________________________ Date_________________________

What are text-to-self connections?

How can making text-to-self connections help you read better?

On a scale of 1-5, how confident to do you feel making text-to-self connections when you read? Circle one.

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