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Name_____Marisol Terrones_______ Date___October 2, 2016____ Grade Level_2 nd __

Number of Students in Group_________________ Literacy Stage ___________________

Small Group Literacy Lesson Plan Template


PURPOSE:
Lesson Goal
Students will encounter new vocabulary words while reading and comprehending a

narrative text.
Lesson Objective(s)

Students will be expected to learn how to read with fluency when choral and echo

reading.
Students will learn how to put vocabulary words in ABC order.
Students will learn to identify various features of the book including structure and

details as well as answering questions about the book.

TEKS
Fluency TEKS2nd-5th

(4) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are

expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression,

appropriate phrasing) and comprehension.

Phonics/Vocabulary TEKSK-2nd

(5) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading

and writing. Students are expected to:

(D) alphabetize a series of words and use a dictionary or a glossary to find words.

Comprehension TEKS-K-5th

(9) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and

draw conclusions about the structure and elements of fiction and provide evidence from text

to support their understanding. Students are expected to:

(B) describe main characters in works of fiction, including their traits, motivations,

and feelings.
MATERIALS:
Text Title/Author
What Good Is a Goat? by: Darcy-Lee and Illustrated by: Richard Hoit

The poem, Farmer McDonald by anonymous

Manipulatives
Word Web Cards
Character Characteristics Map
PROCEDURES FOR FLUENCY (Oral Re-reading)
Choral/Echo/Lead/Whisper Reading

Students will read the poem, Farmer McDonald for fluency.

http://www.canteach.ca/elementary/songspoems55.html

Farmer McDonald

Old McDonald had a goat,


It ate his winter overcoat.

Old McDonald had a sheep,


It ate his big, red, four-wheeled jeep.

Old McDonald had a cat,


It ate his furry, winter hat.

Old McDonald had a goose,


It ate his can of apple juice.

Old McDonald had a duck,


It ate his new, green, pick-up truck.

Old McDonald had a cow,


It ate ten bags of puppy chow.

Old McDonald had a horse,


It ate his rubber boots, of course.

Old McDonald had a pig,


It ate his sister's brand-new wig.

Old McDonald had a dog,


It ate the farmer's catalogue.

Students will begin with echo reading the poem.


Students will choral read the poem for a second time for fluency.
PROCEDURES FOR PHONICS/VOCABULARY
Vocabulary Activity

I will use a word web activity from the FCRR.


o http://www.fcrr.org/curriculum/PDF/G2-3/2-3Vocab_3.pdf
The layout includes the following.
o The word will be in the middle of the paper, and there will be four boxes
on each corner connecting to the main word.
o Each of the four boxes will have other meanings of the word.
o Students will give the teacher other meanings of the word. The teacher will

write them on the card.


Students will continue this procedure for the next ten cards and the words include

wool, knitting, hooves, munched, impatient, fussing, nibbled, slurped, snoop, furious.
The teacher will review the words, and students will have 5-7 minutes to place the

words in ABC order as a group.


We will review what students came up with in deciding the order.

PROCEDURES FOR COMPREHENSION


Before Reading
Students will focus on the first chapter of the book.
I will ask students the following questions to build up background knowledge:
o What does a goat look like?
o What does the goat eat?
After the discussion with the students, I will go through a picture walk. I will ask

students questions as we look through the pages.


o What do you think the goat does in the story?
o What do you think the other animals will say?
o What is the goat eating?
During Reading
Students will choral read the chapter together.
After the first page is read I will ask students, Why is Mrs. Periwinkle cleaning?
We will discuss and then continue reading.
I will ask the following questions throughout the first chapter.
o Who was Mrs. Periwinkle waiting for?
o What are somethings that Angora the goat ate?
After Reading
I will begin to ask questions to check for comprehension:
Did you hear and see the vocabulary words that we went over?
How did Mrs. Periwinkle react at the end of the chapter?
How did Angora feel after she ate?
We will then move into an activity from the FCRR.
o http://www.fcrr.org/curriculum/PDF/G2-3/2-3Comp_1.pdf
Students will complete a character characteristics map.
Students will be asked about the main character including how the character feels,

how the characters looks, what the character does, and what they would do if they

were the character .

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