REPORT 2: Intervention Strategy, Lesson Sequence, Lesson Plan

Student Grade Level: 4th grade

Intervention Goal: By the end of November 2015, when given a 4th grade passage, Kendall will
be able to silently read the passage and summarize it by writing in her own words what it was
about. Kendall will describe the passage using 4 specific examples from the text for mastery, as
measured by a teacher created assessment or shown in some sort of graphic organizer. To show
mastery student will repeat goal successfully twice. To test mastery student will be given an
ESRI passage again as well as a MAZE passage to test for improvement and to see where to go
next.
Lesson Objectives (in sequence)
1) Kendall will listen and read along to a fourth grade text and summarize what she read/heard
by illustrating the passage in the center of a graphic organizer and then and then describing
her illustration in the outlying bubbles. When describing the illustration she must use 3 specific
examples from the text.
2) Kendall will listen to and read along to a fourth grade passage and will then be asked 3
passage based knowledge questions and 2 questions that will demand her to infer based on
knowledge she knows she will fill out a graphic organizer to answer the questions.
3) Kendall will silently read a independent level passage and will summarize the passage by
illustrating it in the center of the graphic organizer and then describing her illustration using at
least 3 examples from the text in outer bubbles around the center.
4) Kendall will silently read a 4th grade level text and then answer a series of 3 passage based
questions and 2 questions that will demand her to infer based on knowledge she knows she will
fill out a graphic organizer to be assessed.
5) Kendal will silently read a 4th grade level text she will then illustrate it and then write a small
summary of the passage. The summary must include 4 specific examples from the text and
must be presented in a graphic organizer.
Full Lesson:
Subject: Reading comprehension

Learning Goal: Show comprehension of a passage when

silently reading.

Essential Standard/Common Core/ECS:

RL.4.1 Refer to details and examples in a text when explaining
what the text says explicitly and when drawing inferences from
the text.
Daily Lesson Academic Objective:

Date submitted: 10/26/2015 Date taught:

Kendall will listen and read along to a fourth grade text and summarize what she read/heard
by illustrating the passage in the center of a graphic organizer and then describing her
illustration by placing descriptions in outlying bubbles. When describing the illustration she
must use 3 specific examples from the text.
21st Century Skills:
Creativity and imagination in illustrating the passage not only will she show comprehension of the passage but

have to understand it in a way that she can reproduce it and show the image that she is seeing in her head.
IEP goal(s):
None, student doesnt have an IEP
Necessary Prior Knowledge to review or support:
Student should be able to decode and have a good sense of grade level vocabulary as well as be able to read
silently.
Academic Language/Communication plans: (What content terms do students need to use or understand; how will
students use language/communication within lesson; how will teacher support students)
Textual examples, illustrations, read along,

Activity

1. Focus and Review

2. Statement of
Objective
for Student

3. Teacher Input

Description of Activities and Setting

Do you remember how we did all of those little tests where I asked you
to read passages and answer questions? Then we set goals for you as
student things you wanted to work on and things that we, together,
agreed upon for helping you to succeed and do the best you can do. We
said that we wanted to focus on you reading silently and being able to
remember what you read.
Today I will read this text aloud to you as you follow along silently.
When we have finished reading the passage you will illustrate the
passage and describe your illustration using 3 specific textual examples.
This will help you to strengthen your silent reading fluency as well as
your comprehension.
I am going to read the following passage out loud, I would like for you
to follow along reading silently and using your finger as a guide. Please
stop me if you have any questions about the reading. As we are reading
you may underline words you do not understand the meaning of or
words you do not know and we will work together to understand them at
the end of the passage. Remember that once we are done reading you
will be illustrating the piece so I want you to really focus on building a
mental picture as we read. Any questions before we start?
Lets begin, the passage is titled New Products for People (find copy
attached at end of lesson plan). Again picture what is happening in your
head as we read the passage together
-reads passage

4. Guided Practice
After passage there are two questions following the passage one is
based on knowledge of the test just read and the other is asking the
student to manipulate the text and infer. This will be a one on one
discussion about the passage prompting the student by using the
focus questions to get an understanding of their comprehension.
This would be a time to discuss any unknown vocabulary or
questions the student has about the text.
What is this passage mainly about? possible answers may include:
people developing new products, different inventions people are making,
problems and solutions people have come up with to solve those
problems, inventions, ect.

Time

Why do people develop new products? possible answers may include:

to help people, to solve problems, to make money, ect.

5. Independent Practice

6. Assessment Methods
of
all objectives/skills:

7. Closure

8.
of

Assessment Results

Now that we have read the passage and discussed for understanding I
want you to illustrate the passage in this center bubble provided to you
and then describe the illustration in your own words using at least 3
textual examples that we read in the passage today. Place the description
in the outer bubbles provided on this graphic organizer.
Student will produce an illustration that clearly ties along with the passage being read
and will give an oral description and simple written descriptions on a graphic
organizer using at least 3 textual examples to describe her illustration.

Teacher: What is the main strategy that you think we focused on today?
Student: I think we worked on visualizing the passage and making sense
of what we read.
Teacher: very good and what are some ways that we can use this in a
different class setting for example math or science?
Student: as we read we want to picture what we are reading in our heads
to make sure it makes sense.
Teacher: Very good so in math with a word problem if we visualize it
first that could help us to get an understanding of the type of problem we
need to do and what equations are needed to solve the problem.

[not required for Report 2, but complete for Report 3]

all objectives/skills:
Materials/Technology:
New products for People passage(2)
Paper
Pencil
Crayons/ colored pencils
Graphic organizer

Student/Small Group accommodations/modifications:

This will be one on one instruction preferably pulled off
to the side or somewhere quite where the student can
focus all attention on the passage. 4th grade passage which
is an instructional level text.

Plans for relating to personal, cultural and community relevance, self-determination, generalization, and/or
maintenance:
This passage is something I think will be interesting to the student and engaging.
Reflection on lesson (What worked- what didnt; adjustments needed to this plan; adjustments to future
instruction; justification for changes [research]):
[not required for Report 2, but complete for Report 3]

Instructional Strategy Description and Research Rationale:

Using graphic organizers I will help Kendall to build her comprehension and silent reading
fluency. Taking the idea of a main idea web (Denton et al., 2012) and making a slight
adjustment by instead of having her write a main idea description I will have her draw a main
idea. By illustrating the passage I can have the reader focus on making that mental picture
while reading. Giving the reader a purpose for reading the passage. By slowly building the
amount of information included on the graphic organizer as well as teaching her to become more
independent in making them I am teaching her the strategy of using a graphic organizer to
understand and summarize text. In the end I ask her how to use these strategies in other subjects
to help generalize the strategy being used.

Using graphic organizers to promote comprehension is a research-based strategy that has

proven to be an effective tool not only with students with LD but also with students with out and
LD. According to Manoli and Papadopoulou (2012), as visual scaffolds graphic organizers are
effective in assisting students to activate prior knowledge, identify text structure, connecting
main ideas of a text which leads to better recall and retention of information (Manoli &
Papadopoulou, 2012). Graphic organizers help students understand what they read by
connecting prior knowledge to new concepts being taught (Denton et al., 2012). They can be
used before, during, or after reading and be used to assess students comprehension of a passage.
Kendall has problems with reading comprehension when it comes to reading silently.
Since the problem is mainly comprehension, which was assessed by, both the MAZE and the
ESRI using a graphic organizer is a great strategy to introduce. There are several different types
of graphic organizers that can be used based on the objective of the lesson, the time in which it is
being used, and the content area. As out lined in the Denton reading the types of maps include
the following:
Story map- designed for narrative text
Main Idea Web- a circle in the middle for the main idea and then topics branch out to the
sides to make connections
Cause-effect Herringbone or Cause-effect semantic map- where several causes lead to
one effect
Chronological order or sequencing- putting things in order starting at the top and making
a vertical line down
Temporal sequencing- this involves sequencing by putting one event in a box and then an
arrow pointing to the next event.
Compare and contrast- also known as a Venn diagram two circles that interlock to make
three columns two contrasting properties of the two objects and one in the center for common
properties.
Description web- word or idea placed in the center of a circle with arms that branch out
for corresponding ideas and topics.

All of these as well as several more graphic organizers that can be used with students to
enhance comprehension (Denton et al., 2012). I plan to begin my instruction by reading a
passage and then using a main idea web to assess for comprehension. Instead of just writing the
main idea in the center of the web I want my student to illustrate the passage to emphasize my
wording of getting the big picture of the passage. She will then use the outlying bubbles to
describe the picture using textual evidence. She will complete the first lesson using a premade
organizer and then transition into making one herself. My plans are for this to help her with her
comprehension while reading silently. It will give her a purpose for reading, which will help with
reading in other content areas as well. It is very important to generalize strategies such as graphic
organizers especially for students who may struggle with reading across several different
subjects.
Reference List:

Denton, C., Vaughn, S., Wexler, J., Bryan, D., & Reed, D. (2012). Comprehension. In Effective
instruction for middle school students with reading difficulties: The reading teacher's
sourcebook. Baltimore, Maryland: Paul H. Brookes Pub.
Manoli, P., & Papadopoulou, M. (2012). Graphic Organizers as a Reading Strategy: Research
Findings and Issues. Creative Education CE, Vol.3(No.3), 348-356. Retrieved October
26, 2015, from http://www.SciRP.org/journal/ce

Progress Monitoring Measure

For progress monitoring measure I have conducted pretests using both the MAZE and the ESRI
passage. For informal assessment I will assess students graphic organizers for mastery of
comprehension based on the passage given. For summative assessment I will be re-administering the
MAZE test to assess for progress made in comprehension of silent reading.

Student Goal Setting and Progress Monitoring

Student will self monitor based on the graphic organizers made from beginning to end. They
will all be in a binder that the student will be able to access at any time and will be referred to
throughout the process for student to be able to understand the growth that is being made by
looking at the first graphic organizers and reflection on what she could have done to make
them better and what she did well.

New Products for People

Peoplecreateideasfornewproductsallthetime.
Somenewproductsaremadejustforfun.Othersimprove
peoplesqualityoflife.
Abigcompanynowmakesswimgoggleswithoutstraps.
Youstickthegogglesonyourface.Therearetwoseparate
lenses.
Youstickeachoneoveraneye.Theystayinplaceevenwhen
youdive.Speedswimmersusethemtoswimevenfaster.
Anothercompanymakesanewkindoftoothbrushbox.Ithasa
specialkindoflight.Thelightkillsgerms.Justleaveyour
toothbrushinside.Youcanbesureitwillbereallyclean.
Doyouthinkwatermelonsaretooheavy?Plantscientists
havenowcomeupwithasmallerwatermelon.Itweighsonly4
to6pounds.Ittastessweeterthanbigwatermelons.Nowyou
wonthavetocarryheavywatermelonstopicnicsanymore.You
cantakesmall,lightonesinstead.
Doyourshoelaceskeepcomingloose?Nowyoucanget
rubberytubestokeepthemtied.Theyareeasytoputonthe
laces.Theyalsolastuntilyourshoeswearout.
Doyouhaveanideathatwilldevelopanewproductforpeople?
Whatisyouridea?
1.What is this passage mainly about?
2.Why do people develop new products?
Macmillan/McGrawHill

202

FluencyAssessment

Grade4

Main idea illustration: