Comprehension
strategies are “important to a reader because they have the potential to
provide access to knowledge that is removed by personal experience” (Stahl,
2004, p. 598).
The
interactive perspective prepares students to be strategic and metacognitive
readers and writers (Walden University, 2010).
Through this approach, teachers use a variety of instructional
strategies that will address the needs of the learners while promoting students’
reading strategies and skills (Walden University, 2010). For this lesson, I chose to use two different
texts with the topic of ants. I used a
KWL chart as a comprehension strategy.
This chart was utilized throughout the lesson as a way to monitor and
assess student understanding of the content.
Additionally,
the two texts mentioned in the lesson plan, represented the
informational-semiotic and narrative-semiotic quadrants of the literacy
matrix. Both stories provided pictures
for the students to gather information, and the text varied from non-fiction to
informational. With these two texts, the
students were able to find information on ants while utilizing the texts to
work on the short i sound in words with the –ig and –in word families, and had
the opportunity to respond to the text with a writing activity. Overall, this
lesson was a success. The students were
exposed to a variety of texts with a common theme, and were able to perform a
variety of activities that supported their metacognitive strategies in order to
become better readers and writers.
References
Stahl, K. A. D. (2004). Proof,
practice, and promise: Comprehension strategy instruction in the
primary
grades. Reading Teacher, 57(7), 598–608.
Walden University. (2010). Framework for Literacy Instruction [Course
Document]. In The beginning reader, preK-3. Retrieved
from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=% 2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3469178_1%26url%3D
_____________________________________________________________________
Teacher: La Veny
Stoddard
Date: October 2,
2013Age/Grade Range; Developmental Level(s): First Grade; Beginning Readers
Anticipated Lesson Duration: One, 60 minute lesson
Lesson Foundations
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Pre-assessment (including cognitive and noncognitive measures):
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Curricular Focus, Theme, or Subject Area:
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State/District Standards:
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Decode regularly spelled one-syllable words.
(CCSS.ELA-Literacy.RF.1.3b)
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Identify basic similarities in and differences between two texts on
the same topic. (CCSS.ELA-Literacy.RI.1.9)
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Write opinion piece in which they introduce the topic they are
writing about, state and opinion, supply a reason for the opinion, and
provide some sense of closure. (CCSS.ELA-Literacy.W.1.1)
(Common Core State Initiatives, 2012)
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Learning Objectives:
1. SWBAT compare and contrast details about ants from
information found in a non-fiction text and information found in a fiction
text.
2. SWBAT categorize –in and –ig word family words found
in text.
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Adaptations for ELLs, Students with Special Needs, and/or
Struggling Readers:
1.
If needed, the teacher can support the
students with reading and writing.
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Perspective(s) addressed in this lesson (Interactive, Critical,
and/or Response):
1.
Interactive: Selected texts are appropriate for the
levels of needs in the group in order to meet objectives. Students are able to independently read the
non-fiction text with some support from the teacher. They will have the
opportunity to read and write from the comprehension strategies addressed in
the lesson.
2.
Critical: With the fiction text, students
will have the chance to have a critical point of view about what the character
should do in order of the information they know about ants.
3.
Response: Students will formulate an
opinion and write a response to the critical perspective they made about the
character in the text.
(Walden University, 2010)
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Texts:
1.
Ants By Jonathan Zea
(2003) (First Grade Harcourt Trophies Reading Series)-Non-fiction
2.
Hey, Little Ant (Hoose, P.M.,
Hoose, H., & Tilley, D., 1998)- Fiction
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Other
Materials/Technology/Equipment/Resources:
1.
Projector to play audio version of Hey,
Little Ant from youtube.com
- http://www.youtube.com/watch?v=ruD6L3rJnLc
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Lesson Sequence
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Learning Activities
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Assessment
Opportunities
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Introduction/Anticipatory Set: (Ten Minutes)
1.
Provide a visual
representation of an ant on the brain map (KWL) and ask students what they
know about ants. Have they ever seen
one? Touched one? What do they do?
2.
Write down the
information each student shares on the brain map.
3.
After the brain
map, introduce the two texts. “Today
we will be reading two different stories about ants. One story (Ants) is a non-fiction
story. Who remembers what non-fiction
means? (Leave time for student
responses) You are right. Non-fiction means it is real. This story will have real photographs about
ants and what it is they do. While we
are reading this story, we will take some time to talk about the pictures in
order for us to find more information about ants. The second story (Hey, Little Ant)
is a fiction story. This story is
about a boy and a little ant. We are
going to read these two stories and find things that are similar and things
that are different about ants.”
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1.
Check
for understanding from each student.
What do they know? Any
misconceptions that may need to be addressed?
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Building/Applying Knowledge and Skills
1.
The first text is Ants.
2.
Review vocabulary
words prior to reading (they, walk, make).
3.
Read the story together,
stopping to address the pictures to make meaning of ants.
4.
Next, the students
will independently read the text for about five minutes.
5.
After the reading,
add information about ants to the brain map.
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Ask students to
find the information in the text as they confirm their new knowledge.
6.
Now, the students
will go back and reread the text. This
time they will find words that have the –in or –ig word families in
them. They will write down the words
on a white board that is categorized by their chunk.
7.
Now, play the next
story (Hey, Little Ant) on the projector. Tell the students that this story does not
have real photographs like the other text did. “I want you to pay attention to what the
ant tells the boy. The boy wants to do
something to the ant, but the ant thinks he should not. I want you to make your own judgment about
the character and what the boy should do.
Later, we will talk about it.”
8.
Discuss the story.
Try to get the students to respond to the text critically. Add similarities/differences to the brain
map as responses come in.
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1.
During
their independent reading, go around and listen to each student read making
notes about how they are reading/what words they are struggling with.
2.
Listen
to the students read again, only this time noting how they read and
locate –in, -ig words. Are they writing the words correctly on the
white board?
3.
What
did the boy want to do? Why do you
think the author wrote that? What does
the ant tell the boy about why he should not get squished? (He needs to bring food to the home (ant
hill) so his family could eat). How is
that information similar to the other story we read? (Ants dig and lift
food). If you were the boy in the
book, what would you do? Why?
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Synthesis/Closure
1.
Students will now
have a chance to transfer their knowledge of ants on a writing task. The students will respond to the question:
“What should the boy do? Why?”
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“For your activity
today, you will have a chance to tell me what you think the boy should do to
the ant. Remember, this is your
opinion and it could be whatever you want to happen.”
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1.
The
students will write a response to the answer and illustrate a picture to
match their writing.
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For
students that need support in writing, model the sentence structure for their
writing with “I think the boy should ______ because _____.”
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Extension/Enrichment/Transfer of Generalization of Knowledge:
1. Challenge students to use as many –in or –ig words in
their writing.
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