Danielle Quigley
November 18, 2008
Elementary Reading/Language Arts C & I
Student Learning Plan for Guided Reading Lesson
Standards:
Virginia SOL: 2.4, 2.5, 2.7, and 2.8
National Standards: 3
Intended Audience: 5 students in second grade; reading level 2.2; students must be at the 2.2 reading level and able to comprehend and make inferences about the reading
Background/Overview: Discuss briefly what is being taught in the lesson: the key skills and strategies. Comparing and contrasting is the major focus of this lesson. Students will discuss the original version of the 3 Little Pigs told by the pigs. The students will then compare and contrast the pigs’ version to the wolf’s version of the story. Students must be able to pick out similarities and differences between the two stories.
Behavioral Objectives: What new behavior should students be able to display as a result of having participated in this lesson? (Conditions, behavior, criteria) Given the two different stories of the three little pigs, students will be able to pick out similarities and differences by comparing and contrasting the two versions.
Resources/Materials, Time, Space: What resources/materials will you need? How much space? Class/group size. How much time for each part? 5 students; 6 copies of The True Story of the Three Little Pigs (one for each student and one for me); running record forms; post it notes to review words students may not know; name tags for students; video camera; semi circle table with 6 chairs
The Lesson Proper
Introduction: How will the topic be introduced? How will the students’ attention be elicited? Ask the students if they can tell me about the story of the three little pigs that they know. Ask them whose side of the story it is told from (the pigs’). Students will then take a picture walk through the story to make predictions and see what the story might be about. During picture walk, point out four words that may be difficult for the students and decode them: spoil, impolite, scene, and diet.
Instructional Strategies: What will be done to present and have the students explore the content of the lesson? Include key questions. After the students read The True Story of the Three Little Pigs, ask comprehension questions to make them think about the story and to make sure they understood what they just read. A few questions to ask are:
§ What was the wolf looking for?
§ What was he trying to make and for who?
§ What did the wolf say the reason for blowing the pigs’ house down was?
§ What was the first pig’s house made of? What happened after the wolf blew the house down?
§ Where did the wolf go next? What was he still looking for?
§ What was the second pig’s house made of? What happened after the wolf blew his house down?
§ Why did the wolf get so mad when he went to the third pig’s house?
§ What happened when he got mad? Who came as a result?
§ Did the wolf ever get his sugar?
§ Whose side of the story do you believe: the wolf or the pig?
§ How is this version similar and different from the version we discussed before we read? (Start by pointing out all the similarities and then ask for differences.)
Differentiation: How will you differentiate the lesson to meet individual student needs? Differentiation is mostly already met because students are all on the same reading level.
Accommodations/Modifications: How will you accommodate/modify the lesson for students with special learning needs? This lesson can be modified for students with special needs by reducing or increasing the reading level. If the student is having problems with comprehension, ask questions periodically throughout the story. If necessary, decrease the number of students in a group if students need additional attention.
Closure: How will the lesson be brought to a close? Discuss with the students the following question: Have you ever had a situation where your version of the story was different from someone else’s? Maybe your brother or sister told a different story from you and you got in trouble for it? Make connections to the students’ lives for further understanding and inferencing.
Assessment/Evaluation: How will the students’ learning be evaluated?
Formative: Observe and use anecdotal records to record student progress. By keeping these records for each guided reading lesson, the teacher can see the progress of each student. Analyze and keep running records for each student as well to see progress and focus on what cues they are using the most. Keep running records to see progress and to know what to work on in each lesson.
Summative: After guided reading lesson, students may write a journal entry listing two similarities and two differences from the two versions of the Three Little Pigs. Encourage students to draw pictures that go along with their writing if they would like.
Reflection
The first thing I asked the students before reading The True Story of the Three Little Pigs was if the students had read or heard of this story before. To my surprise, the students had already read the story. The teacher I worked with suggested this book and I did not realize that they had already read it. I continued on with the lesson as I had planned and it was as if the students really had not read it. I was very surprised that they were not talking about the story before they read it or jumping to the end of the story as they were reading. The students were excited to share what they knew about the original story of the three little pigs. I wanted them to share what they knew about the three little pigs because they were going to compare and contrast (find similarities and difference) between the original story and the story by the wolf they were about to read at the end of the lesson.
After watching the video, I noticed a few things that I would change and do differently for my next guided reading lesson. The first thing I noticed was that I did not look very happy! I thought I was smiling the whole time and making expressions, but I was much less expressionless and happy than I would like to come off as. The next thing I would change and have questions about is the running records. I realize if these were my students in my real classroom, I would keep and file the running records to show progress and to ensure the students are on the correct reading level. However, while I am taking the reading record during the lesson, do I go back when students make a mistake? In other words, during this lesson I felt like I took the running record and moved onto the next student and, at the time, I did not do anything instructional with the running record.
The next two things I would change come at the end of the guided reading lesson. I asked the students to share similarities and differences of the two versions of the stories; however, I am not sure the students knew what similarities and differences means. Next time, I would simply say what is the same and what is different in the story. Lastly, I noticed that I kept asking for similarities and I did not give as much time for responses with differences. I will make sure I ask for all similarities and then all differences so they each have the same amount of discussion time. At the same time, however, I think the students covered the majority of the similarities and differences and we definitely hit all of the similarities and differences I wanted them to recognize.
Overall, I think the guided reading lesson was successful. The students reached my objective of comparing and contrasting the two stories. Also, the students were able to relate the concept of the story to their own life by telling me about when they were in similar situations of being “framed” at home or at school. I can really see now how helpful guided reading is. As a teacher, I feel like I could gain a lot of information about my students by doing guided reading. I am able to keep close attention to the students, file their running records for progress, and observe how they comprehend.
Student Learning Plan Rubric
Intended Audience
Identify the target grade, range of abilities, and prerequisite skills.
(2 pts) / The unique attributes of your target population are very clear, and the appropriateness of the lesson (for this group) is supported by prerequisite skills.
(2 pts) / Description of target population is general and the appropriateness of the lesson (for this group) is clear.
(1 pts) / Description of target population is vague and/or, the appropriateness of the lesson (for this group) is not convincing.
(0 pts)
Standards/Objectives
List ALL state standards that apply to the lesson, and provide sufficient details. Describe the specific behavior that the students will perform, the conditions under which it will be performed, and the criteria for assessing mastery.
(4 pts) / All state standards are listed, and focus is underlined when appropriate. Aligned w/ objectives. Behavior, criteria, and conditions are clearly and concisely written (no unnecessary words).
(4 pts) / One or more state standards are not listed. Aligned w/ objective. Behavior, criteria, and conditions are a bit ambiguous and/or too “wordy.”
(3 pts) / Several state standards are missing and/or vague or not aligned with objectives. Behavior, criteria, and/or conditions are unclear or poorly written
(2 pts)
Materials/Time/Space/Background
Include all materials (and explanations if necessary), time/space requirements and lesson overview.
(2 pts) / Materials provided and explained. Lesson is manageable in time frame.
(2 pts) / All materials are included but are unclear or how materials are used is unclear. Time mgt. is questionable.
(1 pt) / All materials are not included or are poorly organized. Time allowed is inappropriate.
(0 pts)
Lesson Description
Using a narrative, ensure that introduction is appropriate lead-in to instructional strategies to be used. A bulleted or numbered list should be used on a limited basis. Differentiation of instruction should be described based on range of abilities describe in intended audience. Accommodations and/or modifications should be described as needed. Closure reinforces objectives and/or provides summary or transition to next lesson. Describe the lesson so that another teacher could understand it and implement it without your presence. Use active voice, direct address as if you were talking to the instructor.
(8 pts) / Description is sufficiently clear to enable a third party to try the lesson out. Intro, CF, and closure are clear and follow a logical progression. Student activities reinforce objectives. Lesson plan does not exceed three pages, excluding handouts.
(8 pts) / Description is fairly clear but is wordy and repetitive.
(5 pts) / Description is unclear and difficult to follow.
(4 pts)
Evaluation Procedure
Describe the assessment measure for determining whether the lesson’s objective(s) were met.
(4 pts) / The behavior assessed exactly matches the behavior described in the objective and description of the lesson. Evaluation rubric and grading scale (when requested) are clear and manageable.
(5 pts) / The behavior assessed closely resembles the behavior described in the objective and description of the lesson. Rubric and/or grading scale are included.
(3 pts) / The behavior assessed is inconsistent with the behavior described in the objective description of the lesson. Rubric and grading scale are not manageable.
(2 pts)
Self-Reflection
After delivery of the lesson, reflect on your perception of the effectiveness of the lesson. Were students engaged, did you meet your objective – how do you know (use your evaluation information), what, if anything, would you change if you were to do the lesson again, plus any other insights into the delivery of the lesson.
(5pts) / The reflection was a thoughtful self-reflection of the lesson including insights into perceived student engagement, lesson effectiveness based on observation and assessment information, and any adjustments that you might make if the lesson were delivered again.
(5 pts) / The reflection included the required information but lacked detail and/or specifics as to why aspects of the lesson were or were not effective.
(4 pts) / The reflection did not include all of the required information, and/or was unclear, lacked detail/specifics to lesson effectiveness.
(3 pts)
Total: 25 points