Answer ideas, concepts, and information into broader categories; include

and ask questions, and use support from text to identify the main ideas,
details, and inferences of a story.

will be able to answer questions that involve the big idea, vocabulary, and
prediction of a text 4/5 times (with 80% accuracy).

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Organizer- with sections: “Big Idea”, “Things I Already Know”, “What I think
we will learn about..”
Card with steps on how to preview a text (Scaffolding Support)
Cards with a picture on them to help describe the word

Cite strong and thorough textual evidence to support analysis of what the
says explicitly as well as inferences drawn from the text.
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

provided with assistance with reading text, Aaron will answer comprehension
questions related to instructional units with 80% accuracy.

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
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
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.
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:
chapter 5
erase marker
record for aaron, and teacher assessment record
on big idea, vocabulary, and prediction
Organizer- with sections: “Big Idea”, “Things I Already Know”, “What I think
we will learn about..”
Student Materials:
Organizer- with sections: “Big Idea”, “Things I Already Know”, “What I think
we will learn about..”
Card with steps on how to preview a text
Cards with a picture on them to help describe the word
book- chapter 5
on big idea, vocabulary, and prediction
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.
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.
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:
can tell us:
• What type of
movie it is
• What the movie is
• Who is in the
• Where the movie
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:  
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
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.”
• 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
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
As I write on the board I will say, “I
predict I will learn about teeth, bones, and our skeletal system.”
I think I will learn about: our
skeletal system, bones, and teeth.
I think that because of the:
• Vocabulary words
• Pictures
I will tell the students that now that
we have previewed, let’s read the chapter together.
Research/ Theories:
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.”
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
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),
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.
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

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.


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