Kristen Steffen 02
This document was uploaded by user and they confirmed that they have the permission to share it. If you are author or own the copyright of this book, please report to us by using this DMCA report form. Report DMCA
Overview
Download & View Kristen Steffen 02 as PDF for free.
More details
- Words: 964
- Pages: 12
Name: Kristen Steffen Grade Level: 2 PL School: Harrisburg Journey Date: February 28, 2019 Time: 2:00pm Reflection from prior lesson: This week, we’ve been talking about how we ask questions before, during, and after reading. Lesson Goals/Standards: 2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Lesson Objectives: I can understand what I read by asking questions throughout the reading process. Materials Needed: ● The Best Part (Rotation 1) ● Emma and Acorn Jump (Rotation 2) ● Fluency Passages (Rotation 3) ● Sticky Notes (1 color for during, 1 color for after) ● Reading Response Sheets ● Anecdotal Notes Contextual Factors/Learner Characteristics: Community: Lincoln County School District: Harrisburg School Factors: Personalized Learning group; right after recess. ● IEPs: Brent, Jesse (Just make sure they’re both on task. Brent will have a fidget tool.) ● Blue group, Red group, Fluency Passage
Rotation 1 The Lesson - Daily 5 Guided Reading ● Blue Group (30) - Corbin, Kullen, Andrew ● The Best Part Introduction (5 min) ● Getting attention: As you all know, you can start asking yourself questions about a text even before you read the very first word. Active readers will preview different parts of the book and ask themselves questions. Sometimes, active readers will ask themselves predicting questions prior to reading. Asking yourself questions while you are reading will help you to understand the story's meaning. After the story, when you reflect, you might be able to answer some of the questions you had. You still might have some questions or be wondering something and that is okay. We don’t always need an answer to every question. ● Relating to past experience and/or knowledge: Let’s take a couple seconds to think about some questions you have about this book or the even movie in connection with the book. ● Creating a need to know: M: This book is about a class that is acting out a school play. One of the girls named Angie, wanted to play the main part more than anything. Unfortunately, she didn’t get the roll she wanted, but was still apart of the play. ●
Sharing objective, in general terms: I can understand what I read by asking questions throughout the reading process.
Content Delivery (10-12 minutes) ● Learners will begin to read quietly to themselves and write “during” questions on another sticky. ● Tap on the table in front of the learner that you want to read to you and take notes. Don’t spend too much time on one learner. ● Learners will reflect upon the story and see if the book answered some of their questions and then write “after” questions on another sticky. ● Have learners start/complete the reading response sheet. Closure (2-3 min) ● If time allows, share sticky note reflections as a whole.
Rotation 2 The Lesson - Daily 5 Guided Reading ● Red Group (18) - Brent, Braeden, Jesse (comes from 3rd gr), Adaline ● Emma and Acorn Jump Introduction (5 min) ● Getting attention: As you all know, you can start asking yourself questions about a text even before you read the very first word. Active readers will preview different parts of the book and ask themselves questions. Sometimes, active readers will ask themselves predicting questions prior to reading. Asking yourself questions while you are reading will help you to understand the story's meaning. After the story, when you reflect, you might be able to answer some of the questions you had. You still might have some questions or be wondering something and that is okay. We don’t always need an answer to every question. ● Relating to past experience and/or knowledge: Let’s take a couple seconds to think about some questions you have about this book and some connections we might be able to make. ● Creating a need to know: M: This book is about Emma and her horse, Acorn. They get lessons on how to jump. ●
Sharing objective, in general terms: I can understand what I read by asking questions throughout the reading process.
Content Delivery (10-12 minutes) ● Learners will begin to read quietly to themselves and write “during” questions on another sticky. ● Tap on the table in front of the learner that you want to read to you and take notes. Don’t spend too much time on one learner. ● Learners will reflect upon the story and see if the book answered some of their questions and then write “after” questions on another sticky. ● Have learners start/complete the reading response sheet. Closure (2-3 min) ● If time allows, share sticky note reflections as a whole.
Rotation 3 Fluency Passages ● Tyler (3rd gr.): Level L, Jumping In ● Avi (3rd gr): Level M, The Great Candy Caper ● Vera: Level K, The Clumsy Bees * Have each read the passage once and follow along on your own passage. Record time and keep track like a running record. Note: Tyler uses a push card
Assessments Used 1. DRA and Map tests were administered prior to this guided reading lesson that enabled us to group these learners together. They are at an instructional DRA level of 30. 2. Formative assessments of listening and observing, as well as taking notes of each learner while they are reading. 3. Learners can initial their sticky notes to assess for quality and depth. Differentiated Instruction 1. By having the learners already grouped by their DRA level, I am able to narrow in on a topic for these learners, rather than trying to differentiate between a mixed level of learners.
Resources 1. 2. 3. 4. 5.
The Best Part Emma and Acorn Jump The CAFE Menu Reading A to Z Fluency Passages Reading Response Sheets
Rotation 1 The Lesson - Daily 5 Guided Reading ● Blue Group (30) - Corbin, Kullen, Andrew ● The Best Part Introduction (5 min) ● Getting attention: As you all know, you can start asking yourself questions about a text even before you read the very first word. Active readers will preview different parts of the book and ask themselves questions. Sometimes, active readers will ask themselves predicting questions prior to reading. Asking yourself questions while you are reading will help you to understand the story's meaning. After the story, when you reflect, you might be able to answer some of the questions you had. You still might have some questions or be wondering something and that is okay. We don’t always need an answer to every question. ● Relating to past experience and/or knowledge: Let’s take a couple seconds to think about some questions you have about this book or the even movie in connection with the book. ● Creating a need to know: M: This book is about a class that is acting out a school play. One of the girls named Angie, wanted to play the main part more than anything. Unfortunately, she didn’t get the roll she wanted, but was still apart of the play. ●
Sharing objective, in general terms: I can understand what I read by asking questions throughout the reading process.
Content Delivery (10-12 minutes) ● Learners will begin to read quietly to themselves and write “during” questions on another sticky. ● Tap on the table in front of the learner that you want to read to you and take notes. Don’t spend too much time on one learner. ● Learners will reflect upon the story and see if the book answered some of their questions and then write “after” questions on another sticky. ● Have learners start/complete the reading response sheet. Closure (2-3 min) ● If time allows, share sticky note reflections as a whole.
Rotation 2 The Lesson - Daily 5 Guided Reading ● Red Group (18) - Brent, Braeden, Jesse (comes from 3rd gr), Adaline ● Emma and Acorn Jump Introduction (5 min) ● Getting attention: As you all know, you can start asking yourself questions about a text even before you read the very first word. Active readers will preview different parts of the book and ask themselves questions. Sometimes, active readers will ask themselves predicting questions prior to reading. Asking yourself questions while you are reading will help you to understand the story's meaning. After the story, when you reflect, you might be able to answer some of the questions you had. You still might have some questions or be wondering something and that is okay. We don’t always need an answer to every question. ● Relating to past experience and/or knowledge: Let’s take a couple seconds to think about some questions you have about this book and some connections we might be able to make. ● Creating a need to know: M: This book is about Emma and her horse, Acorn. They get lessons on how to jump. ●
Sharing objective, in general terms: I can understand what I read by asking questions throughout the reading process.
Content Delivery (10-12 minutes) ● Learners will begin to read quietly to themselves and write “during” questions on another sticky. ● Tap on the table in front of the learner that you want to read to you and take notes. Don’t spend too much time on one learner. ● Learners will reflect upon the story and see if the book answered some of their questions and then write “after” questions on another sticky. ● Have learners start/complete the reading response sheet. Closure (2-3 min) ● If time allows, share sticky note reflections as a whole.
Rotation 3 Fluency Passages ● Tyler (3rd gr.): Level L, Jumping In ● Avi (3rd gr): Level M, The Great Candy Caper ● Vera: Level K, The Clumsy Bees * Have each read the passage once and follow along on your own passage. Record time and keep track like a running record. Note: Tyler uses a push card
Assessments Used 1. DRA and Map tests were administered prior to this guided reading lesson that enabled us to group these learners together. They are at an instructional DRA level of 30. 2. Formative assessments of listening and observing, as well as taking notes of each learner while they are reading. 3. Learners can initial their sticky notes to assess for quality and depth. Differentiated Instruction 1. By having the learners already grouped by their DRA level, I am able to narrow in on a topic for these learners, rather than trying to differentiate between a mixed level of learners.
Resources 1. 2. 3. 4. 5.
The Best Part Emma and Acorn Jump The CAFE Menu Reading A to Z Fluency Passages Reading Response Sheets
Related Documents
Kristen Steffen 02
December 2019 19
Kristen Steffen 11
December 2019 18
Kristen Steffen 10
December 2019 11
Kristen
November 2019 43
02 Agama Kristen Kelas 2.docx
April 2020 28