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Name: Student A and Student B

Unit EQ:

Tutor: Sarah Wells

Date: 4/6/2016

Lesson: 4

What are the causes (physical, habitual, natural, human) of endangered animals/plants that can
eventually lead to the extinction? While learning about causes, make reflections to our own favorite
animal and what would happen if they were at risk of endangerment or extinction.
Provide a statement of what students will be able to do AS A RESULT of (rather than AS PART OF) this lesson.

Objective:

Fluency: Students will be able to gain speed and accuracy while reading phrases.
Word Knowledge: Student will be able to correctly sort and identify long "o" and short "o"
(CVCe, CVVC, CVVCe). Student will be answer comprehension questions that draw on
information from the passage and utilize prior knowledge in the text.
Comprehension: Students will be able to read and interpret using inferences to draw on their
prior knowledge with the new information they have learned.
Writing: Students will be able to write (in the Lorax worksheet) a paragraph that informs and
describes Bighorn sheep, whether or not they are endangered/extinct and what can be done to
prevent this from happening using proper spelling, punctuation and grammar.
Describe how you will collect evidence that individual students have indeed met the lesson objective:

Lesson
Assmt:

Fluency: Students will complete the fast phrases with 85% accuracy in order to continue with
the next objective.
Word Knowledge: Student A will complete the word sort with 100% accuracy and making sure to
complete the sort until it has been done correctly and he is comfortable with long and short "o"
(CVCe, CVVC, CVVCe). Student B will answer the comprehension questions correctly 2/2 after
referring back to the text while reading with 90% accuracy.
Comprehension: Upon conclusion of the reading, students will confidently recall and utilize
information to compose their writing assessment that is designed to use the information that is
found in the Comprehension passage.

Fluency (10 minutes beginning; 5 minutes end)


PASSAGE: Phrase Speed Practice
Students quickly read phrases in a timed activity.
1. Place the phrase practice sheets and timer at the center. Provide each
student with a phrases correct per minute record.
2. Taking turns, students select a practice sheet and practice reading
the phrases to each other.
3. Student one sets the timer for one minute and tells student two to
begin.
4. Student two reads across the page while student one follows on her
Instructional Reader

1st Read
2nd Read
3rd Read

Rate
(wpm)

# Errors

1:43.63

24/30

Comments:

copy and uses a marker to mark any words in the phrases that are read
incorrectly. If all the phrases on the sheet are read, go back to the top
and continue.
5. Continue until the timer goes off. Student one marks the last word
read. Student two counts the number of total phrases read correctly. (To
count the phrase as correct, all the words in the phrase must be read
correctly.)
6. Student two records number of phrases read correctly on her phrases
correct per minute record.
7. Repeat the activity at least two more times attempting to increase
speed and accuracy.
(Review TRR chart from last session. Discuss rate/fluency goals.)

Timed Repeated Reading (TRR)


1. Teacher Model

a. Read aloud the passage to the student.


b. Model good inflection and speed (not too fast, not too slow).

2. Silent Read

a. The child reads the passage silently for practice, underlining difficult words.
Discuss.

3. COLD Read Aloud for Timing

a. Time his/her reading rate.


b. Student completes the TRR chart.
c. Emphasize rate growth and error decrease.

Return here AT THE END OF THE LESSON


4. HOT Read Aloud for Timing (same as steps a. c. in #3)
5. 3rd HOT Read Aloud for Timing (same as steps a. c. in #3)

Word Knowledge (15 minutes)


Word Study Stage: Student A: Late Letter Name; Student B: Fluency
SORTED: Short "o" and Long "o" (CVCe and CVVC)
CVC
Box, knock, stop, drop, shop, trot
CVCe
Instructional Reader

FEATURES

This sort was --

Do errors tend to cluster around a


particular weakness?
(sound - pattern - position)

Rode, stone, chose, slope, whole


CVVC
Road, float, boat, goat, soap, foam, load, goal, toad, coat
Since Student A and Student B have a large gap between their word knowledge, Student
B will work individually (with the assistance of Teacher 2) to build her fluency and
comprehension in reading skills. She will be reading a passage titled "In Danger of
Extinction" and answer the two questions that follow. This passage is on a 3rd grade
reading level. Last week, she had a tougher time on the 4 th grade passage, so I want to
make sure she is building on her comprehension and fluency skills. If there is time, they
will answer the comprehension questions at the end.
http://www.k12reader.com/readingcomprehension/Gr3_Wk14_In_Danger_of_Extinction.pdf
1. Sort
a. Introduce key words and features from the sort.
b. Go over the headers for the new sort and model a few words first for the
student. Gradually release the sort to your student, checking for
understanding.
c. Have student read the words aloud while sorting.
d. Student should read and reread the columns throughout the sort to ensure
proper placement.
2. CheckKey to Sorting!
a. Go back to the category headers
b. Students read each category to review the feature sound/pattern. Nudge
students to discover mistakes.
c. Use routine questions for internalization (S-P-P):
Does it sound right? (sound awareness)
Does it look right? (pattern awareness)
Does the patterns position look right? (position awareness)
d. Discuss key words and what each word has in common
(consider within context of sound, pattern, position)
3. Blind Sort (written or verbal)
a. Leave headers down. Then, teacher says words, removing the word card
visuals. Attention is focused on the sounds.
b. Students place words into categories based on key words.
c. Eyeball about how many the student gets correct. Record % correct across
categories (# correct/ # total words).
d. Follow up to clarify any confusion.
Instructional Reader

Student completed the sort -- .

Comments:

Blind Sort Results


% correct
Wednesday

Comments:

Comprehension (30 minutes)


Comp Strat:

List the comprehension strategy focus area:


Synthesizing
Below, look for techniques you can use to support the independent use of this strategy.

Discussion

Organizing

Writing

Vocabulary

Think-Pair-Share
Authentic Questions
Seed Discussions
Group Pattern Puzzles
Group Graphic Organizers
Carousel
Gallery Walk
Concentric Circles
Clock Buddies
Group QARs
Capsule Vocabulary

Power Thinking
Pattern Puzzles
Graphic Organizers
Venn Diagram/Comparison
Selective Underlining/Highlighting
Column Notes
History Frame/Story Map
Sticky Notes
Opinion-Proof/Conclusion-Support
Problem-Solution
Semantic Feature Analysis

Summarizing
Sum It Up
Framed Paragraph
Writing Template
Journal/Learning Log
RAFT
Spool Paper
Sentence Synthesis
Word Combining

Word Map
Concept of Definition Map
Graphic Organizers
Sentence/Word Expansion
Word Combining
Capsule Vocabulary
Semantic Feature Analysis
Journal/Learning Log

BEFORE

READING, VIEWING, OR LISTENING


TEACHER

STUDENTS

focusing attention, laying groundwork, creating interest, sparking strategies to get STUDENTS thinking about what they already know
curiositythink of it as setting the stage/setting them up for
cause STUDENTS to bring to mind similar ways of thinking, an
success
analogous idea, or previously-learned content or concepts
make sure students get the purpose (not just agenda) of today; STUDENTS are caused to think about that element of todays learning
what it will result in or lead to; the why of what theyll be
that is most close to or familiar to them
doing

How will you activate the learners prior knowledge related to this topic?
1. Setting the Hook
a. Briefly describe what you will do to hook the readers prior knowledge to the
new information to come in the DURING reading portion of the lesson.
I will ask the students what types of animals come to their mind when they think of
"horns". Did anyone say a "bighorn sheep"? If not, then that is okay because we will be
reading about the big horn sheep and their race to escape endangerment. What does it
mean to be endangered?
2. Vocabulary Review
a. Before reading, go over some words that may be troublesome. Talk
about how they are pronounced, connect to word study if possible, look for
ways to break word apart, and talk about meaning if unknown.
Words and page #s: scattered: to be spread over an area or place (page 1); dwellers: a
group of people or animals that reside in one area (page 1); recovery: making a
comeback (page 1); biologist (a person who studies different aspects of the earth (page
Instructional Reader

This topic was -- .


Comments:

1); camouflage blend into another environment (page 1)

DURING

READING, VIEWING, OR LISTENING

strategy(ies) for active engagement with the new content thats coming
what are students doing WHILE reading, viewing, or listening (i.e., techniques)?

Text:

"Big Horns Making


a Comeback" Newsela
Article

Reading Level:

Grade 4
Student A and Student B will be taking turns reading the article and using their switching
points to stop and discuss what has been read.

Comp Technique:

Which comp technique will best help the reader place hold new information while reading?
The specific information gathered with this technique is what you will use in the AFTER reading (so it should line up with
your objective).

Selective Underlining and Highlighting- As we stop at certain stopping points for


discussion, they will highlight the relevant information. This information will be used on
their Lorax "I Speak for the" writing assessment. Hopefully, this will increase their
comprehension and inferring skills to help coorelate with their spelling.
Remember: Instructional readers need to be working on SILENT reading. You should have 2 copies of what is to be read
your copy and your student copy. You will do a DR-TA for this portionmaking predictions, reading silently to a
predetermined stopping point, and then discussing for clarification. REPEAT as necessary to get through the assigned
chapter/reading.

List the stopping points for discussion below:


Point 1: Title and Photograph: What does this tell the reader that the story will be about?
Point 2: Paragraph 2: Who was being threatened? Do we know why?
Point 3: Paragraph 6: How many bighorn sheep were at risk? What happens next?
Point 4: Paragraph 9: What is the timeline of the events of the endangerment?
Point 5: Paragraph 12: Historically what happended to the big horn sheep?
Point 6: Paragraph 16: How does the reproduction process work for the sheep? Has this
proven to cause difficulties to the rise in population?
Point 7: Paragraph 19: Overall, what was the cause and effect that led to the rise and fall
and rise for the Bighorn sheep?
What are the big ideas/themes discussed as a result of this reading?
Bighorn sheep
Endangered--> Extinction
Analysis of the habitat, food, reproduction- Cause and Effect

AFTER

how
how
how
how

will
will
will
will

READING, VIEWING, OR LISTENING


students
students
students
students

apply new knowledge in a new way?


check to see if their understanding is correct?
be prompted to reflect on what they learned?
be prompted to reflect on how they learned it?

Instructional Reader

Text difficulty level:

Does the student self-monitor?


--

PAGES READ:
Comments:

--

[Also, Please Note: The Assessment Occurs in the After Phase]


Remember: Students should be providing you with evidence that they have LEARNED SOMETHING NEW from this
lesson. This should tie in to your assessment above.

Comments:

What will students do with the place holders collected in the DURING reading phase?
How will you make their thinking visible? Describe the activity/process below.
The students need to use the "place holders" (highlighting and notes) to help complete
their writing activity. It is important they have recorded and made notes that reflect the
reading and their comprehension skills. Their thinking should be reflected in their writing
by what they had taken away from the reading, such as the big ideas and themes while
paying attention to the stopping points. Since the Lorax "I Speak for the " activity asks
specific questions about habitat, eating, physcial characteristics, reproduction, and
whether or whether they are endangered/extinct, this will tie the during and after activity
with the writing.

Writing (15 minutes)


Writing
Focus:

List the writing focus area:


Comprehension of new knowledge with prior knowledge included; Retell/Recall

Writing Topic (last 15 minutes):


Describe your writing activity below. Your writing should connect and expand ideas
explored in the readings.
For Lesson 4, they will be completing another Lorax "Speak Up!" workheet. The
Lorax is a symbolic figure in standing up for the planets' and animals' rights.
The writing activity has the students listing the animal (this week, we read
about Bighorn sheep on the verge of extinction), describe their habitat, then
writing why or if they could be endangered and what can be done to prevent
their endangerment or extinction. This task may be less arduous for the
students and will directly tie in with what they have just read about Bighorn
sheep. The goal is to have the students connect their new knowledge of the
sheep and have the specific focus on what they have just learned about.
Getting them to write about material they have become familiar with will have
them be more confident in what they are putting down on paper. They will also
use the highlighting and notes made from the article to construct their writing
sample successfully. I think that this writing activity is not overwhelming for
these students and it has them using their resouces to help benefit their
writing and clarity.
Instructional Reader

Writing:
Highlight areas of
weakness/need:
o Ideas Organization
Voice Sentence Fluency
Word Choice
Conventions

Writing was completed:


--

Comments:

REFLECTION
Was the lesson successful? How do you know? What would you do differently next time?

Because I am a lesson behind due to absenses, I knew that this lesson would be cut short due to progress monitoring. I would
have loved to have gotten more of the lesson completed but I could tell that something was up with Student A. He seemed
extremely out of it and tired. He told me that the new medicine he is on makes him extremely tired during the day. He fell asleep
during first period and was sent to the office. There, he fell asleep for three hours straight, so he even knew that something is up
with his new medicine. I have high expectations (that are appropriate for him of course) and so I know when it is time to not push
him. I wanted to make sure we accomplished the post-assessments to the best of his ability and got at least some writing done
with the fluency activity. He kept asking about the hedgehogs and getting to look at pictures, so that's when I decided to turn his
writing into inferencing from a photograph then connecting with whether they are endangered or not. Teacher B and Student A
spent the entire period working on her progress monitoring, so she did not complete any of the lesson. I knew that this might
happen but I am a little disappointed in not having more time with Student A and Student B to really develop the essential
question and their skills.

Instructional Reader

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