Name: Chayce Goggin Date: January 28th, 2019 Time: 9:00-9:30

Big Idea/Topic: Reading Comprehension Grade/ Subject: 4th grade/ ELA

CPALMS/ Resource link: http://www.cpalms.org/Public/PreviewStandard/Preview/5708
Lesson Structure: Whole Group
Standards: (CCSS/NGSSS)

LAFS.4.RL.1.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

The students will be able to read and comprehend a text by answering comprehension questions correctly.
The students will be able to navigate through a Kahoot on previous chapters and answer questions correctly.

Language Objective(s): (Must include language skill/domain and function, may contain grammar, where
appropriate)

The students will listen to teacher read “Tales of a Fourth Grade Nothing” aloud.
The students will read the text when called on.
The students will be able to discuss the book with teacher and classmates.
The students will be able to answer comprehension questions about the book.

Key Vocabulary (academic/content- Instructional Materials/Resources/Technology

defined in kid friendly terms) (include hyperlinks to videos & websites)

Rubbers: rain boots; rubber boots. “Tales of a Fourth Grade Nothing”

(chapter 9 ,pgs. 97-102)

Technology (BYOT)

Kahoot
https://create.kahoot.it/search?filter=1&tags=Tales%20of%20A%2
0Fourth%20Grade%20Nothing

H.O.T.S. Graphic Organizer/Thinking Map:

Bloom’s Taxonomy http://www.enchantedlearning.com/graphicorganizers/
http://www.edpsycinteractive.org/topics/
cognition/bloom.html None

Above Knowledge: How do you think

Pater and Mr. Hatcher feel right now?

Lesson Portions: Pacing ESOL Support

• How will you introduce the lesson, For each level EL at each instructional step. (Add
assess or activate prior knowledge, additional rows with Tab)
motivate students to learn?
• How will the lesson develop or
proceed? What steps will you follow?
What are the students expected to do?
• Highlight differentiated strategies.
 • Underline higher order/high quality
questions in lesson.
Introduction/Building Background: (Link to
Prior Knowledge) I:
She has her dictionary available at all times.
Recap of previous chapters read during last Leveled questions:
class. What happened in chapter 8?
Why did Fudge ride the toddle-bike?
What do we remember reading last/where did Why did the boys have to go to Mr. Hatcher’s
we leave off? 3 mins. office?
Where did Peter’s mom go for the weekend and Wait time
why?
How did Mr. Hatcher get Fudge to ride the
toddle-bike?

Instructional Steps:
I:
Pass out “Tales of a Fourth Grade Nothing”. Leveled questions:
How do you think Mr. Hatcher feels about Fudge
We are going to read chapter 9 today.
missing?
Make sure to follow along while I am reading
because if I call on you to read then you need to
pick up where I left off.

Begin reading on page 97. 10 mins

Stop on page 101.

How do you think Pater and Mr. Hatcher feel

right now?

Continue reading, stop at page 102.

Make sure everyone has their technology.

I:
We are going to play a Kahoot with questions
I will read the questions aloud, so she can hear it.
through chapter 7.
10-15
Have everyone sign in with the code and give a mins
thumbs up when they are ready.

Navigate through the Kahoot; go over right and

wrong answers.

Closures Pacing ESOL Support

Content:
Tomorrow we will finish up chapter 9, so remember what I: N/A
happened today and try to think about what you think will
happen next.

Procedural:
Make sure to close out of Kahoot and put your books away.
Those of you who come to small group, prepare the
materials you need, and the rest of you will be doing
clipboard tasks.

ESE Modifications CPLAMS Access Points ESE Accommodations

http://www.cpalms.org/Standards/AccesspointSearch.aspx (content, product, process,
(identify access point, if needed) environment)

Independent: N/A N/A

Supported: N/A

Participatory: N/A

Assessment of Student Learning: (congruent with instructional

objectives)

Objective 1:
I will monitor the students as they read by randomly calling on them to
read a sentence, this will check to make sure they are following along
with the story.

Objective 2:
The Kahoot will give data on how well they comprehended the
chapters we read previously in class.

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include
evidence.)
Based off of the results from the Kahoot, I do not think adjustment is necessary. There were only two or three
questions from the Kahoot (out of 25) where less than half of the students got the answer right and the choices
chosen were split. There were a few questions where the majority of the class got the right answer, with only 4
or 5 who did not. For most of the questions, all students answered the question correctly. For those that were
wrong, we discussed the answer and why the other choices were wrong. For a few of the questions, such as
“Why does Peter call Fudge Fang?”, I asked them to clarify why the right answer was “Fudge jumped off of the
jungle gym” and explain why the other choices were wrong. This question required them to connect events and
recognize that one leads to the other. Overall, the results from the Kahoot were great and I do not think I need to
re-teach or go over any of the information again. Although, we will do a recap of what was read in the following
lesson.

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

I implemented a strategy for read alouds that I used previously where I call on students randomly to read one
sentence; this lets me monitor the students while I read and make sure that they are following along and doing
what they are supposed to be doing. I think this strategy helps with classroom management and making sure that
students are not doing other work or passively listening. While reading I asked some questions about the text
 that required them to recall facts in the book or make inferences and when I was done, they played a Kahoot on
the book up until what they have read so far. From what I have seen so far, they love playing Kahoots and get
really competitive with it. During the Kahoot, there were a few times where I had to stop and wait for them to
settle down to move on, but it did not take long for them to quiet down and get ready for the next question.
While navigating through the Kahoot, I moved around the classroom to see how students were doing and to
keep them under control. Once the Kahoot was over, we saw the results and then transitioned into small groups.

Addressing Pre-PGP: INTEGRATED BLOCK ONLY

(Using the three Pre-PGP goals completed in EDUC 393, describe how you progressed, or not, toward
improving your practice within those Domains. Include a statement on how your efforts impacted, or not,
students’ learning experiences.) Complete this box after the 2nd social studies lesson, the 2nd math lesson, the
2nd reading lesson, and one lesson within the science unit.
1.
2.
3.

Response to Feedback: INTEGRATED BLOCK ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you
will implement next steps going forward. Explain how these next steps will impact students’ learning
experiences.)

Learning trajectory: Detail the learning trajectory associated with this standard. A learning trajectory consists
of set of instructional tasks, matched to each of the levels of thinking in the developmental progression. These tasks
are designed to help students learn the ideas and skills needed to achieve that level of thinking by grade level.
Include each standard for grade levels below & one above from CPALMS, the VCS curriculum maps, Next
Generation Science Standards, or another standard- based resource.

LAFS.K.RL.1.1
With prompting and support, ask and answer questions about key details in a text.

LAFS.1.RL.1.1
Ask and answer questions about key details in a text.

LAFS.2.RL.1.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key
details in a text.

LAFS.3.RL.1.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for
the answers.

LAFS.4.RL.1.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.

LAFS.5.RL.1.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the
text.

This standard focuses on being able to refer to a text when finding facts and details; it requires students to be able
to make inferences and explicitly state evidence. Starting with Kindergarten and moving through third grade,
students are expected to be able to ask and answer questions and demonstrate understanding of key details in a
text. Beginning in fourth grade through fifth grade, students are expected to explain what the text says explicitly
and draw inferences.