TE 402 READING LESSON PLAN
Reading Lesson Plan # 2
Your Name: _Kristina Williams_____ Grade Level: _1st _
Date lesson was taught: _April 1, 2011_ Number of Students: __2___
1) Rationale (What evidence do you have that your focus students need to learn this skill/strategy?):
My students are not learning English; instead they are native English learners learning Spanish. They are in a Spanish Immersion program, which means all instruction is in Spanish right now. Based on observations in the classroom, it appears that students do not have much experience in predicting. So, I chose to use a picture walk for my lesson, teaching them a new reading strategy. In my first reading lesson, the students wanted to go through and look at all of the pictures before reading anyways. I want them to know how to do this with a purpose of predicting and thinking about what the story is going to be about. I also think they need to learn this strategy because they are almost always learning and reading in their second language. If they know how to use pictures to help them understand the text in their L2, this could aid in comprehension. Also, since in the first reading lesson they relied a lot on the pictures while I was reading the text, I think they need to differentiate that these are just predictions based on the pictures.
2) List which reading skill/strategy is the main focus of your lesson (select ONE area):
Picture Walk
3) Objective for this lesson (performance, condition, criteria):
Students will make predictions, by observing and commenting on the pictures of a text, by providing at least four main features of the story.
4) Materials & supplies needed:
Paper, pencil, El Tesoro de los Cuentos de Siempre (this is a storybook my CT gave me with short stories).
5) OUTLINE OF LESSON PLAN (Provide a bulleted list of ideas):
• Introduction to the lesson I will tell the students that they can choose a story out of El Tesoro de los cuentos de siempore.” I will explain that they will go through the story looking only at the pictures. I will emphasize that there are no right or wrong answers, that predictions are just what we think is going to happen. I will explain that they can look through the story, but then we are going to start from the beginning when we talk about the pictures. I will explain that picture walks help us to understand the book better when we do read it. I will talk about how this is a good strategy to use when reading a text for the first time. (_5_ minutes)
• OUTLINE of key events during the lesson I will begin by stressing the importance of both of their contributions and attention. Each student will have a copy of the story which will be distributed when I introduce the book. First, the students will look through the book themselves. Then we will start from the beginning and they will tell me what they think the story is about based on the illustrations. As they tell me, I will record what they say on a piece of paper. I will explicitly model what I think a picture of one of the other stories means/implies. When students make observations based on illustrations, I will ask questions such as: What makes you think that? Why do you think X is doing that? (_10_ minutes)
• Closing summary for the lesson I will bring closure to the lesson by reviewing their observations and predictions. I will read what I have recorded and ask if there is anything else they would like to add. I will ask how they might use this with other books they read. I want them to talk about creating story maps for new text and also add details to their predictions. I will ask students, “Just because we think this is what is going to happen because of the pictures, does it mean that is what really happens in the story? How do we find out what happens? (_5_ minutes)
6) Ongoing-Assessment: I will know the students are progressing toward the objective based on their contributions of observations and predictions based on the illustrations of the text. I will record what they say. I will observe the types of observations they make.
7) Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson?
Student M: I will be using a simple, familiar-in-English story, which he is able to choose, in order to make him more comfortable. We will do the lesson in the hallway, where it is a quiet setting away from others. I will emphasize that predictions are not wrong, they are just what we think is going to happen. I will encourage and give positive feedback for the contributions he does make.
Student B: I will push B to think deeper and make more connections based on the pictures. I will emphasize that he can do it and that there are no wrong answers. I will also give positive feedback for his contributions.
TE 402 READING LESSON REFLECTION
Reading Lesson Plan # 2
The students chose to do the picture walk with the story “Rikki Tikki Tavi.” I noticed that both students were very intrigued by the pictures in this story. They focused a lot on the snake and therefore assumed (correctly) that the snake was Rikki Tikki Tavi. However, they didn’t mention much at all about Teddy. I noticed that because I let them talk in English, they contributed much more than when I ask them to talk to me in Spanish. I know it is part of the program, but it seems like they are going to be assessed at much lower levels than they should be.
M focused a lot on the fighting he seen between Teddy and Rikki-Tikki-Tavi. Toward the end of the story/ picture walk, M told me “they wanna get into a fight because the snake wanted revenge.” I asked what he wanted revenge for and said “I don’t know why” and continued saying “then he sneaked over; he wanted to bite the people.” A seemed to think a little more deeply about the story and pictures. He thought about motives: “they’re fighting because they wanted to eat.” He also told me, “then they fight about food and the snake took the food then the rat was lookin at a bird ant it said it could help him.” So, this showed me that he was thinking about the possibilities of what the characters were saying beyond what the pictures show. A also asked, “Why is he called Rikki-Tikki-Tavi.” I was interested in this because the other strategy I thought about using was questioning. I am interested to know what other questions A would come up with if that was the strategy we were focusing on.
I noticed a little bit about myself as a teacher throughout this lesson. I realized that I have been so concerned about M’s participation that that was what I took the most joy in. When he started telling me about the story and the pictures, I was more impressed that he was even talking to me than the fact that he was talking through a picture walk. I felt like this was a major breakthrough with him. I wished I would have brought my recorder so I wouldn’t have had to write down what they told me, because I felt like that took away from the lesson a little. I also noticed that, unlike my first mini-lesson, I was able to back off a little because I was so interested in what they had to say and I didn’t feel like they needed much pushing. The main questions I asked where “why” questions. In future lessons, I would like to focus also on reading the text and comparing what is read to the picture walk.
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