NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM

LESSON PLAN FORMAT Description of the Classroom: First grade classroom, age ranges from 7-9, males and females. There is a range from 20-30 students in the classroom. Background: For the Guided Reading Lesson Plan a small group will be used. The group will have four students. Content Objective: Given a story, students will read aloud in a small group, practicing fluency and decoding skills. Language Objective: The students will participate in small group readings and be able to read aloud with little miscues

English Language Arts Standards Reading: Foundational Skills Grade 3

Phonics and Word Recognition: RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding words. Identify and know the meaning of the most common prefixes and derivational suffixes. Decode words with common Latin suffixes. Decode multi syllable words. Read grade-appropriate irregularly spelled words. Fluency: RF.3.4. Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM

LESSON PLAN FORMAT

Key Vocabulary: Molted page 12 (means shed an old skin), Au Revoir page 21 (means good bye in French)

Best Practices: (Put an X next to those that you address in your lesson) Preparation: Scaffolding: Group Options: Adaptation of Content ___ Modeling ___ Whole Class ___ Links to background _X_ Guided practice _X_ Small groups _X_ Links to past learning _X_ Verbal scaffolds _X_ Parters ___ Strategies incorporated _X_ Procedural scaffolds ___ Independent ___ Integration of Processes: Application: Listening _X_ Hands-on Speaking _X_ Authentic (meaningful) Reading _X_ Linked to objectives Writing ___ Promotes engagement _X_
_X_

___ _X_

Assessment: Individual _X_ Group _X_ Written ___ Oral _X_

Teaching Strategies: The students will be in small groups. It will be in a guided reading group. The students will be able to read aloud to me the book Diary of a Spider by Doreen Cronin. Then I will be reading with them silently. My only job is just to guide them when my help is need through out the book.

Warm up Activity: Before reading the book with the children a picture walk will be conducted and as well a brief summary so the students will be aware of what they are going to be reading. Lesson Sequence: First, the students will be reading out loud and I will be looking for miscues. Then I will be helping them correct their miscues through the book to teach them how to read fluently. *note: I will wait until the end of the sentence or page to address miscues. Supplementary Materials: The book Diary of a Spider by Doreen Cronin Accommodations: Accommodations will be determined at the time of the guided reading and can include reviewing a part of the text if there is a misunderstanding, increasing or decreasing the pace, and recalling miscued words.

NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM

LESSON PLAN FORMAT Review/Assessment: I will observe the students to make sure that they are engaged and understanding the book that they will be reading together. I will have them re read the book again to make sure they completely comprehend the reading, if necessary. Reflection: On separate page

This week we had to conduct a Guided Reading for our classroom. This time for the guided reading I only had four students to conduct the reading on. I decided for this weeks reading I was going to share with them the book, Diary of a Spider by Doreen Cronin. Since the book it self I felt it was a little to much for them I wanted to see how it would go so I only decided to do the guided reading for the first one hundred words. I also chose the first one hundred words reason being that one hundred words were recommend to us as well. During the guided reading I felt overall I did an excellent job. Some reasons of why I felt that I did and amazing job was because last semester one of my main flaws was that I read or spoked to fast especially while conducting a guided reading, this time I must say I paced myself, I controlled the way I talked by being more calm and relaxed. Modifying that flaw that I had last semester was to me an improvement from last semester. Since last semester I have been doing the guided reading a little differently so the students and I can get the most of the guided reading. This year that strategy worked much better, to my advantage which was astonishing. During the guided reading I must say I got an exceptional group of kids. They were amazing they had not many miscues which is in a way easier for me, yet not much of a learning experience when it comes to miscues, but still amazing. Another good thing is that after and even during the guided reading and read a loud I had a great discussion of what the book was about and what they learned and it was a great conversation it kind of amazed me of what a great batch of kids the teacher has. Now after the guided reading, I finished reading the book with them as a read a loud a little differently. The read a loud worked much better

NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM

LESSON PLAN FORMAT this semester than last semester, even though I am aware that this reflection has to do with the guided reading, I would just like to mention that. Now onto what I could have improved in my lesson. As always we have someone commenting on our lessons and this semester my class partner is Diane. She commented on my guided reading and said that she felt I had one main weakness that I could improve on and it is that I should try to challenge the students by getting a tougher book, which I completely agree. The book I choose was kind of easy, the reason I choose that book was not just because it has a great moral at the end of the story, but also because it really is not that hard nor easy to read for a third grader. So that is definitely something I am going to work on, the next reading assignment I will do just that get perhaps a more challenging book. That was a new weakness that I should work on. Other than I think the other two weakness it is something minor that I know I can improve on as time progresses. Overall this was a very calm assignment I feel that the practice from last semester really did help me. I was more prepared on what to expect on what to do and what not to do so that was great. This assignment was easy, yet somewhat a learning experience which is always a great thing.