Answer and ask questions, and use support from text to identify the main ideas, details, and inferences of a story. Aaron will be able to answer questions that involve the big idea, vocabulary, and prediction of a text 4/5 times (with 80% accuracy). Graphic Organizer- with sections: “Big Idea”, “Things I Already Know”, “What I think we will learn about..” Preview Card with steps on how to preview a text (Scaffolding Support) Vocabulary Cards with a picture on them to help describe the word Chapter book ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.
W.8.2.A Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
When provided with assistance with reading text, Aaron will answer comprehension questions related to instructional units with 80% accuracy. Accommodations: Changing the learning environment/setting, for example: instruction will be delivered in a small group and familiar location. Encouraging the student’s work habits and responses during instruction- reinforcing his consistent engagement. Reading or re-reading, simplifying the language of, and clarifying directions Vocalizing my thought process out loud while modeling skills Modeling and reinforcing organizational systems, for example: graphic organizers Breaking down tasks into small, manageable chunks Modifications: Reading the text items aloud to the students Giving synonyms or definitions provided to students Methods of Instructional Delivery What communication demand is being addressed? (Receptive or Expressive) Describe the communication skill and how this communication skill is being used to engage the focus learner in relation to the learning goal. During this lesson segment, I will be focusing on Aaron’s receptive language skill of reading a text.
I will do this through focusing on one skill at a time, which is displayed in the lesson as breaking down the skill of “previewing” a text into big idea, vocabulary, and predict. Additionally I will use sequential language such as, “first, second, next..” and I will consistently incorporate ‘now, then’ language when talking about the steps for previewing the chapter.
I will be encouraging students to ask questions, and I will use clear and concise language especially when using the instructional strategy of vocabulary development as a planned support for his communication. Lastly, I will use the student’s name prior to talking and allow time for him to respond, while rephrasing questions and giving clues to the answer. I will show I am listening through making eye contact and speaking slowly and clearly while ensuring I have the student’s attention. Teacher Materials: n2y.
com- chapter 5 smartboard dry erase marker assessment record for aaron, and teacher assessment record quiz on big idea, vocabulary, and prediction vocabulary words preview card Graphic Organizer- with sections: “Big Idea”, “Things I Already Know”, “What I think we will learn about..” Student Materials: Graphic Organizer- with sections: “Big Idea”, “Things I Already Know”, “What I think we will learn about..” Preview Card with steps on how to preview a text Vocabulary Cards with a picture on them to help describe the word Chapter book- chapter 5 Quiz on big idea, vocabulary, and prediction Pencils Assessment record for Aaron What will you say? What will you do? To begin the lesson I will be introducing new vocabulary words.
· We will go through the words one by one. I will have them say the word out loud, and then have one student read the definition out loud to me. · I will then pull up a PowerPoint that has many different pictures of the vocabulary word on a slide, to help the students remember the word through a visual. · I will use higher- order thinking questions such as, “What are your BONES used for?” The discussions that I have with the students will be taken into consideration as formative assessments of their prior and current knowledge base. I will begin the introduction to the instruction portion of the lesson by telling the students that we will learn the first step we need to do before we read a chapter. I will focus on teaching small chunks of information and then questioning the students immediately to keep the students engaged and help with comprehension of the strategy.
I will strive to encourage students to participate in the discussion, even though they may not always correctly answer my questions. This will be my method of conducting formative assessments. To capture the students’ attention I will say, “But first, raise your hand if you have ever been to the movies…” pause for student response.. “Okay great! Do you know what my favorite part of going out to the movie theatre is? I will give you a hint, before the movie starts, they are the short clips of movies that will come out in the future…” pause.
. “yes! I love the previews. So after you see the preview, what is something the preview will tell you about the movie?” · I will write the students answers on the board. Examples could be that they say that I know whether the movie is scary, funny (the type of movie), what the movie is about (key ideas in a movie), who is in the movie (characters). I will then write on the board: MOVIE PREVIEWS: Previews can tell us: · • What type of movie it is · • What the movie is about · • Who is in the movie · • Where the movie is To emphasize the content specific vocabulary word, “preview”, I will underline it after I write it on the board.
I will begin the lesson by telling the students to open their chapter book to chapter 5. I will tell them that you can preview your chapters in your chapter book before reading it. For example I will say, “So when you are at the movies, do you see previews before or after the movie? Before, that’s right! So we will always preview before we read our chapter.
” I will then write on the board: PREVIEW: 1. Big ideas 2. Vocabulary 3. Predictions · I will then pass out a card that has the same thing written on it that I wrote on the board, which will also have pictures next to the steps. I will tell the students that to preview your reading, you will do three steps. · I will tell the students to put their finger on the first step and ask them to read me what it says. “Who can tell me what step one is? Big ideas.
Yes! I will then present the students with a “big idea” such as the fact that people, places, thing, and ideas help us understand the text. I will then explain, “In the first step, I will tell you some big ideas and you will think about and tell me what you know about the chapter. · In the next step we will learn some vocabulary, everyone put their finger on vocabulary, and then last step we will try and figure out what we are going to read about! So let’s go over the steps. I will ask guiding questions to activate prior knowledge such as, “Why do we need bones?” “Why do we need to brush our teeth?” · I will tell them that before we read and learn about today’s chapter we are going to focus on previewing what we are going to read. I will ask them, “When you hear the word Skeletal, what comes to your mind? I will then have them sound out the word skeletal by clapping their hands (skel-le-tal). Student- bones. Yes! We will be learning about teeth and bones which make up the skeletal system. I will then ask the students questions to tap into their prior knowledge of the chapter book such as, “Who brushed their teeth this morning?” and “Does everyone remember Sidney? Today she is going to learn why she needs to keep her teeth clean and her bones strong!” · I will remind the students that one of our big ideas for this chapter is bones, and tell them, “On your worksheet I want you to find where the Big idea section is and write bones.
” Now, I will think about everything I already know about bones. What I know about bones could come from books, magazines, movies, or something someone has already told me. I’ll write these things on the board, and I want you to copy it on your worksheet, so we can all remember what they are. I have seen a picture of a skeleton, so I know skeletons are made up of bones. Write on the board: “Bones are in our skeleton.” · I also remember from seeing a commercial that our bones are strong, so what should I write that I learned from the commercial? Write on the board: “Bones are strong.” · I also know that there are many different kinds of bones, so what is the last thing I should write? Write on the board: “There are many types of bones.
” BIG IDEA: Bones THINGS THAT I ALREADY KNOW: • Bones are in our skeleton. • Bones are strong. • There are many types of bones. Okay great. So now that we thought about our big idea, and things I already know.
Lets move on to step 2. What does step 2 of preview say? Vocabulary, yes! Just like we did to start the lesson, you want to make sure that you look for and go over any vocabulary words that you don’t know before you start reading. · I will ensure that the words are posted on the wall. The last thing we are going to do to preview is step 3. Who can read step 3 for me? Predict! Yes. You’re right! When you predict, you think about what you will learn when you read.
But you don’t just make a wild guess about it. After introducing the new topic of previewing a text I will move into modeling the prediction process. I will do this through using examples, think-alouds, and sample responses, for example I would say, “The first thing I do when I want to predict what we are going to read about to read the title, look for any bold words, and look at the pictures. Make sure that everyone is on the right page. Let’s read the title together: The title is The Skeletal System. I already know that this article is about bones because there is a picture right here of a skeleton that has a lot of bones in it.
” I will scroll through the book until I get the picture of a tooth, and ask them, “Who knows what this is a picture of? A tooth yes! So this probably means we will learn about teeth as well! So, I’ll write on my worksheet that I think we might learn how our bones work and about our teeth.” So when you first predict, you quickly look over the words in the book. We don’t read the whole book during the preview.
We scan it and look at the pictures. I want you to find a picture, and tell me what you think the picture is of. Great! Looking at the picture, I think we will learn about … and what they do … So, we got ideas for our prediction from quickly looking at the pictures..
I also got ideas for my prediction from the big ideas and vocabulary words. I will then ask them what they think we might learn about, and have them write on their graphic organizer one thing that they think we might learn about. After everyone has written something in their graphic organizer, I will ask a few of the students to share what they wrote. I will provide feedback and assist students in making connections to what they predict they will learn. I will encourage students to begin statements with the following phrases: “I think…” and “I think that because…” If students provide ideas that are only guesses and that do not relate to the topic of the passage, I will focus students back on the passage by encouraging them again to use “I think this will happen because…” statements to verify their predictions. For example, “We are not guessing; instead, we are using the title and the pictures, which are clues from the text to come up with ideas about what we will read.
We won’t be correct every time, but we want to connect what we think we are going to read about to the chapter.” As I write on the board I will say, “I predict I will learn about teeth, bones, and our skeletal system.” PREDICTIONS: I think I will learn about: our skeletal system, bones, and teeth.
I think that because of the: • Vocabulary words • Pictures · Title I will tell the students that now that we have previewed, let’s read the chapter together. Research/ Theories: Willingham, D. T. (2006). The usefulness of brief instruction in reading comprehension strategies.
American Educator, Winter, 39–45, 50. · This article is a response, published in the “Ask the Cognitive Scientist” column, to a reader who posed the question, “What about reading comprehension strategies? Isn’t it important to teach children comprehension strategies to help them get everything out of what they read?” The author responds by offering research he feels is “clear and strong enough to merit classroom application.” Sencibaugh, J.
M. (2007). Meta-Analysis of reading comprehension interventions for students with learning disabilities: Strategies and implications. Reading Improvement 44(1), 6–22. · This article details the author’s study of the metacognitve instructional strategies used to improve the reading comprehension skills of learning disabled students. It offers a discussion of the techniques found to provide the most significant student gains. Concluding, the author translates his findings into implications for classroom practice Boardman, A. G.
, Vaughn, S., Buckley, P., Reutebuch, C., Roberts, G.
, & Klingner, J. (2016). Collaborative strategic reading for students with learning disabilities in upper elementary classrooms. Exceptional Children, 82(4), 409–427. · The authors of this study found a significant increase in reading comprehension among students with learning disabilities in fifth- and sixth-grade classrooms where teachers employed CSR. The article describes the methodology and assessment measures, and includes a detailed discussion of the implications of the research for future study, classroom instruction, and professional development. https://lincs.
ed.gov/sites/default/files/12_TEAL_Deeper_Learning_Qs_complete_5_1_0.pdf · Asking good questions is central to learning and sometimes can be more important than getting the answers, particularly when the questions encourage students to think critically. “Skill in the art of questioning lies at the basis of all good teaching ” (Betts, 1910, p. 55). Equally important is helping students use self -questioning to monitor their learning. This fact sheet focuses on both teacher questioning and student self -questioning I will then revisit the passage after reading it to confirm or refute predictions about their prior knowledge. I will use the self- monitoring strategy of “thumbs up, sideways thumb, or thumbs down, to ask the students how they felt about the previewing a text, and to check for comprehension.
The thumbs up method is also an example of a formative assessment that I will use. I will record what Aaron’s response is. To help students maintain the skill of previewing a text I provided them with the 3 steps to previewing a text on a card so that they can put it in their book when they read. They are also able to see the vocabulary words on the board as a visual, and I will be giving them multiple opportunities to practice the vocabulary throughout the school day or during free time. To assess Aaron’s knowledge of the big idea, vocabulary, and preview of a text I will look at the worksheet I passed out and recall how much assistance he required in filling in the various sections, and I will count this as their formal assessment. As a “ticket out the door” they will have to fill out a worksheet that has 5 questions on it which addresses the big idea, vocabulary, and prediction of the chapter. I will also take into consideration the informal assessments that took place through learner questions and responses during the instruction.
For my feedback, I will collect the ticket out the door, and grade it. I will discuss the quiz with the student on the following day, and inform them what they did correctly, and what they answered incorrectly. I will relate the feedback to the objective of being able to answer questions that involve the big idea, vocabulary, and prediction, as well as informing my focus learner how I will better help him next time to meeting the objective.
I will also have Aaron (while being supervised) record the results of his worksheet(s)/ quizzes on an assessment record to graph his progress. I will give him a simpler version than the one that I will be using. The assessment record I have will be in a table format which includes the learning goal, a summary of the baseline data, the lesson objectives, and a section for whether or not the lesson objective had been met. This will extend over the entire learning segment.