SecondGradeReadAloud

Author:AbigailEnns
Datecreated:09/20/20162:43PMCDTDatemodified:09/21/20168:07PMCDT

DBUNoviceEffectiveTeachingLessonPlan
TheDorothyM.BushCollegeOfEducationHasAdoptedThisFormatForLessonPlanningBecauseItProvidesA
FormatForPlanningEngaging,Rigorous,RelevantLessonsForStudents.
STANDARDS:ChooseAllOfTheDBU/InTASCAndSPA(SpecializedProfessionalStandards)ThisLessonPlan
Addresses.(NumberAndText)
Standards

TXDallasBaptistUniversityEducatorPreparationUnitCompetencies(2012)
Competency:
Competency#1:LearnerDevelopment.Theteacherunderstandshowlearnersgrowanddevelop,recognizingthatpatternsof
learninganddevelopmentvaryindividuallywithinandacrossthecognitive,linguistic,social,emotional,andphysicalareas,
anddesignsandimplementsdevelopmentallyappropriateandchallenginglearningexperiences.
Competency:
Competency#2:LearningDifferences.Theteacherusesunderstandingofindividualdifferencesanddiverseculturesand
communitiestoensureinclusivelearningenvironmentsthatenableeachlearnertomeethighstandards.
Competency:
Competency#3:LearningEnvironments.Theteacherworkswithotherstocreateenvironmentsthatsupportindividualand
collaborativelearning,andthatencouragepositivesocialinteraction,activeengagementinlearning,andselfmotivation.
Competency:
Competency#4:ContentKnowledge.Theteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthe
discipline(s)heorsheteachesandcreateslearningexperiencesthatmaketheseaspectsofthedisciplineaccessibleand
meaningfulforlearnerstoassuremasteryofthecontent.
Competency:
Competency#5:ApplicationofContent.Theteacherunderstandshowtoconnectconceptsandusedifferingperspectivesto
engagelearnersincriticalthinking,creativity,andcollaborativeproblemsolvingrelatedtoauthenticlocalandglobalissues.
Competency:
Competency#6:Assessment.Theteacherunderstandsandusesmultiplemethodsofassessmenttoengagelearnersintheir
owngrowth,tomonitorlearnerprogress,andtoguidetheteachersandlearnersdecisionmaking.
Competency:
Competency#7:PlanningforInstruction.Theteacherplansinstructionthatsupportseverystudentinmeetingrigorous
learninggoalsbydrawinguponknowledgeofcontentareas,curriculum,crossdisciplinaryskills,andpedagogy,aswellas
knowledgeoflearnersandthecommunitycontext.
Competency:
Competency#8:InstructionalStrategies.Theteacherunderstandsandusesavarietyofinstructionalstrategiestoencourage
learnerstodevelopdeepunderstandingofcontentareasandtheirconnections,andtobuildskillstoapplyknowledgein
meaningfulways.
Competency:
Competency#9:ProfessionalLearningandEthicalPractice.Theteacherengagesinongoingprofessionallearninganduses
evidencetocontinuallyevaluatehis/herpractice,particularlytheeffectsofhis/herchoicesandactionsonothers(learners,
families,otherprofessionals,andthecommunity),andadaptspracticetomeettheneedsofeachlearner.
Competency:
Competency#10:LeadershipandCollaboration.Theteacherseeksappropriateleadershiprolesandopportunitiestotake
responsibilityforstudentlearning,tocollaboratewithlearners,families,colleagues,otherschoolprofessionals,and
communitymemberstoensurelearnergrowth,andtoadvancetheprofession.
Competency:
Competency#11:LegalandEthicalAspects.Theteacherunderstandsthelegalaspectsofteachingincludingtherightsof
studentsandparents/families,aswellasthelegalrightsandresponsibilitiesoftheeducator.Theeducatorwillcommitto
upholdtheTexasEducatorCodeofEthics.
Competency:
Competency#12:EducatorExcellence.TheteacherunderstandscharacteristicsofeducatorexcellenceasdefinedbyTexas
approvedappraisalsystems.
Competency:
Competency#13:College/CareerReadinessthroughtheUseofStateofTexasAssessmentsofAcademicReadiness(STAAR)
andEndofCourseExams(EOC).Theteacherunderstandsandisabletoimplementthestatestandardsforwhatstudents
shouldknowandbeabletodoandimplementstheTexascurriculumstandardstoadvancethemissionofTexas:collegeand
careerreadystudents.(STAAR,EOC)
Competency:
Competency#14:TexasExaminationforEducatorStandards(TExES).Theteacherunderstandsanddemonstrates
competenciesrelatedtotheirfieldofstudybysuccessfulperformanceonstatecertificationexams.
Competency:
Competency#15:ServiceLearning.TheteacherunderstandstherelevanceofDBUservicelearninginenhancingstudent
learning,fosteringcivicresponsibility,anddevelopingservantleaders.

USAACEIAssociationforChildhoodEducationInternationalElementaryEducationStandards
Domain:DEVELOPMENT,LEARNINGANDMOTIVATION
Standard:1.0Development,Learning,andMotivationCandidatesknow,understand,andusethemajorconcepts,
principles,theories,andresearchrelatedtodevelopmentofchildrenandyoungadolescentstoconstructlearning
opportunitiesthatsupportindividualstudentsdevelopment,acquisitionofknowledge,andmotivation.
Domain:CURRICULUM
Standard:2.1Reading,Writing,andOralLanguageCandidatesdemonstrateahighlevelofcompetenceinuseof
Englishlanguageartsandtheyknow,understand,anduseconceptsfromreading,languageandchilddevelopment,to

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teachreading,writing,speaking,viewing,listening,andthinkingskillsandtohelpstudentssuccessfullyapplytheir
developingskillstomanydifferentsituations,materials,andideas
Domain:INSTRUCTION
Standard:3.1IntegratingandapplyingknowledgeforinstructionCandidatesplanandimplementinstruction
basedonknowledgeofstudents,learningtheory,connectionsacrossthecurriculum,curriculargoals,andcommunity
Standard:3.3DevelopmentofcriticalthinkingandproblemsolvingCandidatesunderstandanduseavarietyof
teachingstrategiesthatencourageelementarystudentsdevelopmentofcriticalthinkingandproblemsolving
Standard:3.5CommunicationtofostercollaborationCandidatesusetheirknowledgeandunderstandingof
effectiveverbal,nonverbal,andmediacommunicationtechniquestofosteractiveinquiry,collaboration,andsupportive
interactionintheelementaryclassroom.
Domain:ASSESSMENT
Standard:4.0AssessmentforinstructionCandidatesknow,understand,anduseformalandinformalassessment
strategiestoplan,evaluateandstrengtheninstructionthatwillpromotecontinuousintellectual,social,emotional,and
physicaldevelopmentofeachelementarystudent.
Domain:PROFESSIONALISM
Standard:5.1Professionalgrowth,reflection,andevaluationCandidatesareawareofandreflectontheir
practiceinlightofresearchonteaching,professionalethics,andresourcesavailableforprofessionallearningthey
continuallyevaluatetheeffectsoftheirprofessionaldecisionsandactionsonstudents,familiesandotherprofessionalsin
thelearningcommunityandactivelyseekoutopportunitiestogrowprofessionally.

VITALINFORMATION
Date

September20,2016

Subject(s)

Reading

LessonTopic

ReadAloud

Grade/Level

Grade2

GoalAndObjective
Goal

2.3Reading/BeginningReading/Strategies.Studentscomprehendavarietyoftextsdrawingonusefulstrategiesas
needed.Studentsareexpectedto:
(A)useideas(e.g.,illustrations,titles,topicsentences,keywords,andforeshadowing)tomakeandconfirm
predictions
(B)askrelevantquestions,seekclarification,andlocatefactsanddetailsaboutstoriesandothertextsandsupport
answerswithevidencefromtextand
2.9Reading/ComprehensionofLiteraryText/Fiction.Studentsunderstand,makeinferencesanddrawconclusions
aboutthestructureandelementsoffictionandprovideevidencefromtexttosupporttheirunderstanding.Studentsare
expectedto:
(B)describemaincharactersinworksoffiction,includingtheirtraits,motivations,andfeelings.
2.15Reading/ComprehensionofInformationalText/ProceduralText.Studentsunderstandhowtogleananduse
informationinproceduraltextsanddocuments.Studentsareexpectedto:
(B)usecommongraphicfeaturestoassistintheinterpretationoftext(e.g.,captions,illustrations).

Objective(LearningOutcome)

Determinethemaincharacter'smotivationforhisactionsattheendofthestory.

ValueandImportance

Studentswilllearnandpracticeidentifyingandanalyzingcharacters'thoughts,emotions,motivations,andactions.
Growingskillsinintuitionandunderstandingofsocialexperiencesisimportantforavarietyofsituationsinlife!

MaterialsAndResources
MaterialsNeeded

Fireflies,byJulieBrinckloe
Attachments:
1. ReadAloudGuideshortened.docx
2. ReadAloudGuide.rtf
3. Slide070.jpg

TeacherUseofTechnology

None

StudentUseofTechnology

None

InstructionalStrategies
PriorKnowledgeNeeded

Studentswillneedbasicknowledgeoftheprocessforanalyzingcharacter'sactionsinfictionalbooks.

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AnticipatorySet

Teacherwilltellstudentsthattheywillbereadingastorytoday!Themaincharacterdoessomethinginterestingatthe
endofthestory,sostudentsshouldpayattentiontohisthoughts,feelings,andactionssotheycanunderstandhis
actionsattheendofthestory.

Assessment(Checkfor
Understanding)

Teacherwillaskstudentsquestionsasshereadsthroughthestoryasformativeassessment.Shewillalsogradethe
"SomebodyWantedButSo"graphicorganizertobesurethatstudents'thoughtswereontherighttrack.

DirectTeach

Teacherwillreadthebook"Fireflies"byJulieBrinckloetoclass.

Modeling

Teacherwillexplainandmodelhowtofilloutthe"SomebodyWantedButSo"graphicorganizer.

GuidedPractice

Teacherwillguidestudentsthroughthestorybyaskinglotsofquestionsandfacilitatinggroupdiscussion.Theclasswill
worktounderstandthemaincharacter'smotivationbehindhisactionsattheendofthestory.

IndependentPractice

Studentswillcompletethe"SomebodyWantedButSo"graphicorganizerindependently.

Modifications/Accommodations
forSpec.Populations

ELL:teacherwillgoovermoredifficultvocabularlywordsfromthebookwiththesestudents
SPED:studentsmayhavemoretimetoworkonthisprojectandteacherwillgooverthe"SomebodyWantedButSo"
graphicorganizerwiththemtoguidetheirthinkingandansweranyquestionstheymayhave
GT:studentswillbrainstormanddiscusswithotherGTstudentswhatotherpossibleendingsthestorymayhavehadif
themaincharacterhadnotactedthewaythathedidattheendofthestory

Closure

Teacherwillfacilitateaclassdiscussionabouttheirfindingsregardingthemaincharacter'smotivationsbehindhis
actionsattheendofthestory.

WrittenReflections
ReflectionQuestions

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