Pathwise Instruction Plan


Teacher: Robin Kolegue
Grade: 2/3 combined
Co-Teaching Method: Team and One-Teach-One-Observe
Subject: Reading
1. Learning Objectives
What are your objectives for student learning in this lesson?
1. Students will be able to predict parts of a story, and the end of a story both orally and in writing.
2. Students will use prediction strategies before, during and after a story.
3. Students will self-question to predict stories by using the questions that will be written on chart paper as a guide.
4. Students will draw a picture and write at least two sentences describing how they think the story will end on a worksheet.
5. Students will identify different types of prediction strategies.
Why have you chosen these objectives?
Predicting is a strategy that helps students better develop comprehending reading skills. Our activities are planned to get students actively involved in the learning process and encourage thinking about reading. We have chosen students to watch a video to activate prior knowledge and introduce our predicting strategy. Students will be expected to complete worksheets as a method for us to assess their understanding and ensure active thinking and participation is occurring. We have chosen students to draw a picture and write sentences about their own prediction on the end of the story to fully elaborate on our prediction strategy. Students will learn this before, during, and after strategy specifically to help aid in active reading to lead to better comprehension of texts. Students will self-question during reading to be able to use prediction strategies. We have chosen students to identify different types of prediction strategies to use to various methods for prediction in stories and in other contexts.
What Standards (National or State) relate to this lesson?
LA.2.1.7.1: The student will identify a text's features (e.g., title, subheadings, captions, illustrations), use them to make and confirm predictions, and establish a purpose for reading;
LA.2.1.7.8: The student will use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sources.
LA.3.1.7.In.a: Preview text features (e.g., title, headings, illustrations) and use prior knowledge to make predictions of content of text.
LA.3.1.7.In.f: Use strategies to repair comprehension, including but not limited to rereading, predicting what happens next, connecting to life experiences, and checking own understanding when reminded.
LA.3.1.7.Su.a: Preview text features (e.g., illustrations, title) and use prior knowledge to make predictions about a story.
2. Content Knowledge
What is the underlying content knowledge that the teacher must help the students understand?
What are the tricky pieces in the content? When you deconstruct the content you are teaching, what are the pieces that are essential for children to understand?
The content knowledge that the students need to understand is the prediction strategies presented and the definition of prediction, evidence, and foreshadowing. The goal of prediction is for students to better comprehend reading text. In our lesson, we are predicting in a variety of contexts to help students understand how and when they can predict when reading. The tricky piece in the content that students may have difficulty understanding is self-questioning when doing predicting strategies in independent reading. Our lesson has students watching us model predicting strategies and noticing us think aloud our questions of what will happen next in the story. The essential pieces that students must understand are the before, during, and after strategies of prediction to help them comprehend the story better. The strategy of using strategies before, during, and after are different in which questions you ask yourself and what you are specifically looking for throughout the text to create a prediction based on evidence provided.
3. Student Grouping
How will you group students for instruction? Why have you chosen this grouping?
1. Whole group instruction
Students will be grouped in whole group for the opening and closing instructional times. They will be grouped this way because all students will need to know this material to complete the activities following in smaller groups.
2. Pair work
Partnered work will also be beneficial for students to interact with one another and discuss predictions that they have made in various parts of the lesson. During the predicting pictures activity is where students will be asked to work with their shoulder buddy.
3. Grade-level group
Students will also be grouped by grade levels to do read different grade leveled books. Ms. Melissa will be reading a third grade book to the third graders, and Ms. Rachel will be reading a second grade book to the second graders. Working with a smaller group will allow for more participation from each member in the smaller groups.
4. Methods
What teaching method(s) will you use for this lesson? Why have you chosen this method or these methods?
We have decided to use one teach-one observe teaching method. This method is used for peer evaluation to obtain feedback on our individual teaching practices. It is beneficial to receive feedback to aid in reflecting on teaching practices that are effective and ineffective. Developing and refining our teaching practices can be helpful with constructive criticism. We are going to do this lesson by splitting up grade groups. The same lesson will be taught by both of us with different leveled materials. The smaller groups are also effective for reducing the student-teacher ratio and create an opportunity to better assess student understanding.
What students need specific accommodations in this lesson? What specific accommodations have you made for these student needs?
The students that need specific accommodations include Steven and Dariana. They are both ESOL students. These students will be partnered with strong readers in the class during the partnered work section of our lesson to comprehend instructions and help understand this prediction strategy better. Another student that needs accommodations is Kanayah. She has an IEP for her diagnosis of ADHD. We can accommodate this student by having her sit at the front so she will not become distracted. Myles is another student we can accommodate this way. He is usually not engaged in activities in the class. Sitting him near the front will allow the teacher to keep a close eye on his participation level and get him involved in learning.
5. Activities

Day 1 – Whole Group

Opening:

(Rachel teaches – Melissa observes)
Ms. Rachel: 10 minutes
“Good Morning Class! Today, we are going to learn about prediction to help you better understand what you are reading.”
“I’m going to pick some one's name from the cup and ask them to tell me what prediction is?” (KNOWLEDGE) (Student answers question and repeat step one more time)
“I’ll pick another person’s name and ask when do you use prediction?” (KNOWLEDGE)
(Student answers question and repeat step one more time)
“You’re Right! Prediction is a guess about what might happen based on what you already know. First, we are going to watch what Mobi and his friend have to say about predicting. Then we will be doing an activity with partners to predict what will happen next in pictures. Finally, we will have a special activity where the third graders will be with Ms. Melissa and the second graders will be with Ms. Rachel. We will be reading books aloud to you all and using our predicting strategies.”
Main Activity or Activities:

(Melissa teaches – Rachel observes)

Ms. Melissa: 10 minutes
“At this time, we are going to show a video.” (Show video and pause at the questions below)
Write definition of prediction for students to see on chart paper.
“How do you make predictions BEFORE you read?” (Pick name from cup, one student answers) (KNOWLEDGE)
Answers to write on chart paper:
1) Looking at the cover
2) Looking at the headings of the pages or table of contents
3) What you know about the author or genre of the book
4) Characters and pictures in the book
“How can you make predictions DURING reading?” (Pick name from cup, one student answers) (KNOWLEDGE)

Answers to write on chart paper:


1) Read a section and stop to make a prediction (introduce stop sign that will be

used in later activity)
2) Ask I wonder what will happen next?
3) Think about the characters, setting, and what else has happened so far
4) Take notes

Write definition of evidence for students to see on chart paper.

“What should you do AFTER you make a prediction?” (Pick name from cup, one student answers) (KNOWLEDGE)

Answers to write on chart paper:


1) Keep predictions in mind
2) Pay attention to details
3) The goal isn’t to predict correctly, but to help you understand what you read

Write definition of foreshadow for students to see on chart paper.
(Following the conclusion of this video discussion, we will ask students to sit silently while we transition to the next activity. The next activity will include looking at pictures on the SMART Board to talk to their shoulder buddy about what will happen next.)

Predicting Pictures Activity:
(Rachel teaches – Melissa observes)
Ms. Rachel: 15 to 20 minutes


“Now, point to your shoulder buddy. If you do not have a shoulder buddy, raise your hand. (Pair up accordingly) We are going to put one picture of a time up on the board, we want you to discuss with your shoulder buddy about what you think the next action will be using the clues given in the picture.”

(Post four pictures on the SMART Board)
“At this time, we will go over all the pictures we made prediction about one by one and I will pull out two students names to share their predictions from the cup. You will each have 1 minute to share. Are you ready?”

(Post first picture on the SMART board and pick one student to share. They will be timed for one minute and then the next student will have their turn and the same procedure will go for each picture).
Predicting a Book Activity: 30-45 minutes

Instructions for Predicting a Book (this will be repeated to 2nd and 3rd graders on day one and day two)

·  Day One – Melissa teaches the 3rd graders and Rachel observes (the rest of the class will be doing their daily silent workbook work)

·  Day Two – Rachel teaches the 2nd graders and Melissa observes (the rest of the class will be doing their daily silent workbook work)

(Either Melissa or Rachel teach)
“You have all been working very hard and are becoming experts in predicting. At this time if you are in (Day One – Third Grade, Day Two – Second Grade) you will work on this activity with me.

If you are in (Day One – Third Grade, Day Two – Second Grade) you are going to stand up quietly when I tell you to and walk to me. If you are not working with me today, you are going to stay in your seats and quietly work on your workbook pages for the day. Does everyone understand? At this time if you are in (Day One – Third Grade, Day Two – Second Grade) stand up quietly and walk to me. If you are not working with me today, please work quietly and tomorrow you will have the fun activity.”
(Students will then get into groups with the teacher and will sit on opposite sides of the classroom and sit criss-cross on the rug for further instructions of the activity).
(Day One – Melissa teaches, Day Two – Rachel teaches: Give directions to group):


“Hello, we will be working together to use prediction strategies that we learned about this morning with Mobi and his friend. I will be reading a book aloud to all of you and we will practice our predicting strategies. Each of you will receive a worksheet, pencil, and clipboard where you will work on to make your own predictions about the story.”
“Please sit quietly and wait for me to give further instructions before looking through the worksheet.”
(Pass out the worksheets, pencils and clipboards to all the students)

“Let’s take a look at our worksheet. Notice that the front page of the worksheet has three columns: What I Think Will Happen? Why? and What Actually Happened?”
“In the column titled: What I Think Will Happen? We will write our predictions whenever we make a STOP in the story.
(Introduce with STOP sign)
This is the sign I will use to show that we will be stopping and predicting in our column. Remember that a prediction doesn’t always have to be correct, it is just a guess of what we think will happen. I will be sharing some of my own predictions with you, too. Let’s look at the Why? column. This is where you will write why you made the prediction you did for the first column. Remember evidence? We will write what evidence we saw that led us to our prediction in this column. Now, let’s take a look at the What Actually Happened? column. This is where you will write what really happened in the story after you made your prediction.”
“Let’s begin. This is the story we are going to read:
(Read title of the book, and author).
“Look at the: “How do you make predictions BEFORE you read?” strategy. Number one says, Look at the cover; what do we see?” (KNOWLEDGE)
(Pull out the STOP sign)
“At this time let’s take a look at the front covers illustrations. I see...”
(We will model what we see on the front cover.)
“I will write down my predictions on the first column and explain why on the second column. Now, you will do the same.”
(Give the students a minute to work on the cover page and write in their worksheets)
“Students, can we write in the What Actually Happened Column?” (KNOWLEDGE)
(Student’s answer no)
“That’s right, no because we haven’t read the story yet. This section is going to be saved for the end of the story.”
“Let’s look at what else we need to look at BEFORE we read the story. Number 2 says, Look at the headings and table of contents. If the book has headings and table of contents we could make predictions, if it doesn’t it is OK and we move on to the next one. Let’s look at number 3, the author or genre of the book. If we knew the author or genre we could make a prediction. For example, if it is a fiction story then it will not be a real story. Let’s look at number 4, characters and pictures in the book. We will flip through the pages and see what we notice about the pictures and we can make a prediction of what the story is going to be about. Make sure you write down your predictions in the first column, and explain why.”
(Give the students a minute to work and write in their predictions on their worksheets).
“Reread DURING strategies chart paper to show students how to predict while reading.”
“Now let’s read, (name of the book). Are you ready?”
(Students answer YES!)