Elizabeth Stavis
A Changing America, Reading Centers















Final Curriculum Project:
A Changing America, Reading Comprehension
Unit 3 from the SRA Imagine It! Series











Elizabeth Stavis
Curriculum Design and Adaptations for Strategic Interventions I

878.502.61

Johns Hopkins University
Jennifer L. Craft
May 5, 2011












Description of the Class
The class consists of six students taught in a self-contained classroom in a Baltimore City Public School. The students all have an Individualized Education Plan, or IEP to help address their learning needs. The students have various disabilities including specific learning disability, speech and language disability, intellectual impairment, and other health impairments due to the diagnosis of Attention Deficit Disorder. Two of the students are on Behavior Intervention Plans or BIPS to help address their behavioral needs within the classroom setting. Five of the six students are in fifth grade, and one of the students is in fourth grade. There are two full-time teaching staff members in the room, one special educator and one teacher’s assistant.
The classroom is arranged with the student desks facing an interactive whiteboard (Promethean Board) in the front of the room. A computer station with three computers is located in the back of the room. To accommodate the students’ locations, a laptop is available that has wireless internet access. Two small-group tables are located in the middle of the room, one rectangle shaped table and one kidney shaped table. Off to the sides of the room are two teacher’s desks, student cubby areas for their jackets and book bags, and a time out area for students who need self-help or who earn a time-out for inappropriate behavior.

Description of the Students
The students work together in both heterogeneous and homogeneous ability groups throughout the school day. Cooperative learning strategies are used in many daily lessons to maximize the students’ ability to learn and support each other by focusing on students’ strengths to encourage growth in all students.
Learning styles range from visual, verbal, kinesthetic, musical and intrapersonal. Each day, lessons are designed with activities that utilize multiple modalities. Within the unit, all of the modalities are utilized at least once. The five days of lesson plans focus on multiple intelligences in teacher instruction, learning activities and practice, as well as assessment. This unit will highlight meeting students’ needs using differentiation by multiple intelligences.
The students work in reading in partner pairs that are homogeneously grouped based on reading levels and multiple intelligences. The students’ independent reading levels range from first grade to fifth grade based on informal assessments. In reading comprehension, the students’ levels range from first grade to upper third grade based on informal assessments. Within each reading lesson, the three centers focus on decoding, encoding, and reading comprehension each day. The students rotate between all three centers daily.
All of the students receive accommodation and modifications, as well as supplementary aids according to their IEP’s. All of the students receive the reading accommodation of verbatim reading of all texts. One student receives a scribe accommodation, visual cues, and computer access for learning activities. Four of the students receive graphic organizers and/or visual organizers. Graphic and visual organizers are used on a daily basis during learning and testing situations. All of the students are taught and tested in a small-group with as many distractions eliminated as possible. Other accommodations, modifications, and supplementary aids are used on a daily basis, however the above listed are the most common and frequently used.
According to a multiple intelligence survey given to each of the students and based on observational data, the students have a range of multiple intelligences. Majority of the students scored high in musical/rhythmic, bodily/kinesthetic, and verbal/linguistic on the survey. However, one student scored higher in the intrapersonal/introspective multiple intelligence category than his peers. None of the students exhibited high in the naturalistic multiple intelligence category, however the lesson plan still highlights ways the lessons could meet a person with naturalistic intelligence.


Description of the Unit
This unit is a reading unit that is the third unit of the year. The unit theme and lessons are adapted from the Imagine It! curriculum, published by SRA/McGraw Hill (Bereiter et al., 2008). The five lessons included in this unit plan are in the “A Changing America” unit. The unit theme and stories offer cross-curriculum topics that meet History and Reading VSC standards. All five lessons span one week of instructional time and focus on the story A Covered Wagon Girl: The Diary of Sallie Hester, 1849-1850. According to the Imagine It! curriculum guide, the entire unit lasts 6 weeks and approximately 30 days. Within the unit, there are five stories that each last one week, and one week spent on developing the students’ conceptual understanding of the unit’s theme. Each of the stories provide a different time period in America’s history, starting with the colonies, and ending with the Civil War. In order to embed the students’ IEP skills, each story is taught over a two week period. In the unit, cooperative learning strategies and structures are used throughout the unit. Multiple intelligences are also used, as well as alternative assessments, technology, and differentiation. The lesson plan format was provided by Johns Hopkins University and is adapted from Kristin Sayeski’s lesson plan organizer.


Topic of the Unit: How America Has Changed Over Time (A Changing America) through reading strategies practice and passage comprehension




















Final Curriculum Project
VSC Standards for the Unit

Standard 5.0 History (Embedded Content Standards)
Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland and the United States.
Topic
B. Emergence, Expansion and Changes in Nations and Empires
Indicator
· 2. Analyze the growth and development of colonial America
Objectives
a. Describe the religious, political and economic motives of individuals who migrated to North America and the difficulties they encountered
b. Compare the political, economic and social lives of people in New England, Middle and the Southern colonies
c. Analyze the different roles and viewpoints of individuals and groups, such as women, men, free and enslaved Africans, and Native Americans during the Revolutionary period
Standard 1.0 General Reading Processes
Topic
C. Fluency
Indicator
· 1. Read orally at an appropriate rate
Objective
1. Read familiar text at a rate that is conversational and consistent
Indicator
· 2. Read grade-level text with both high accuracy and appropriate pacing, intonation, and expression
Objectives
1. Apply knowledge of word structures and patterns to read with automaticity
3. Increase sight words read fluently
Topic
D. Vocabulary
Indicator
· 1. Develop and apply vocabulary through exposure to a variety of texts
Objectives
1. Acquire new vocabulary through listening to, independently reading, and discussing a variety of literary and informational texts
2. Discuss words and word meanings daily as they are encountered in text, instruction, and conversation
Indicator
· 2. Develop and apply a conceptual understanding of new words
Objectives
1. Classify and categorize increasingly complex words into sets and groups
2. Identify and explain relationships between and among words
Indicator
· 3. Understand, acquire, and use new vocabulary
Objectives
1. Use context to determine the meanings of words
· Above grade-level words used in context
· Words with multiple meanings
2. Use word structure to determine the meaning of words
3. Use resources to confirm definitions and gather further information about words
4. Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression
Topic
E. General Reading Comprehension
Indicator
· 2. Use strategies to prepare for reading (before reading)



Objectives
1. Survey and preview the text by examining features such as the title, illustrations, photographs, charts, and graphs
2. Set a purpose for reading the text
3. Make predictions and ask questions about the text
.
4. Make connections to the text from prior knowledge and experiences
Indicator
· 3. Use strategies to make meaning from text (during reading)
Objectives
1. Reread the difficult parts slowly and carefully
2. Use own words to restate the difficult part
3. Read on and revisit the difficult part
4. Skim the text to search for connections between and among ideas
5. Make, confirm, or adjust predictions
6. Periodically summarize while reading
7. Periodically paraphrase important ideas or information
8. Visualize what was read for deeper understanding
9. Use a graphic organizer or another note-taking technique to record important ideas or information
10. Explain personal connections to the ideas or information in the text
.
Indicator
· 4. Use strategies to demonstrate understanding of the text (after reading)


Objectives
1. Identify and explain the main idea
2. Identify and explain what is directly stated in the text
3. Identify and explain what is not directly stated in the text by drawing inferences
4. Draw conclusions or make generalizations about the text
5. Confirm, refute, or make predictions and form new ideas
6. Paraphrase the main idea
7. Summarize
8. Connect the text to prior knowledge or personal experience


Standard 2.0 Comprehension of Informational Text
Students will read, comprehend, interpret, analyze and evaluate informational text.


Indicator
· 4. Determine and analyze important ideas and messages in informational texts
Objectives
3. State and support main ideas and messages
4. Summarize or paraphrase
6. Identify and explain relationships between and among ideas such as comparison/contrast, cause/effect, sequence/chronology
8. Distinguish between a fact and an opinion




Lesson 1

Identification of the Class

(Subject, Time Frame, Class Period, Grade, Number of Students)

Subject: Reading

Time Frame: (min and period): 90 minutes; 8:05-8:35

Grade: 4th/5th Grade

Number of Students: 6 students Co-Teacher: N/A

Curriculum Standard

(Write out relevant parts of the
standard using the Maryland VSC.)
Grade 5 Objective 1.E.2.a-d and Objective 1.C.2.a and c
OBJECTIVES
1.E.2. Use strategies to prepare for reading (before reading)
a. Survey and preview the text by examining features such as the title, illustrations, photographs, charts, and graphs
b. Set a purpose for reading the text
c. Make predictions and ask questions about the text
d. Make connections to the text from prior knowledge and experiences
1.C.2. Read grade-level text with both high accuracy and appropriate pacing, intonation, and expression
    1. Apply knowledge of word structures and patterns to read with automaticity
c. Increase sight words read fluently

Skill Level(s) of Student(s)

(Cite where students are performing within the Maryland VSC noting both independent and instructional levels in different content areas including but not limited to reading and mathematics.)

Independent Reading Levels:
D.A.: Upper 1st Grade
Q.B..: 3rd Grade
N.C.: 1st Grade
D.P.: 5th Grade
K.P.: 1.6 Grade
E.S.: 1.9 Grade

Reading Comprehension Levels:
D.A.: Upper 3rd
N.C.: 1st Grade
Q.B.: Lower 3rd Grade
D.P.: 3rd Grade
K.P.: 1.7 Grade
E.S.: 1.7 Grade

  • Meeting Students’ Learning Profile Through Multiple Intelligences Alignment
1. Verbal/Linguistic: verbal teacher lecture, Think-Pair-Share during warm-up, verbal explanation of learning objectives and questioning at closing, reading text and/or worksheets aloud to class
2. Logical/Mathematical: provide a graphic organizer to record Clues-Problems-Wonderings, providing centers posters chart to organize their center transitions
3. Musical/Rhythmic: learning through the interactive online spelling presentation (Spellingcity.com)
4. Bodily/Kinesthetic: Moving around with Around the World, Memory game with hands-on index cards
5. Visual/Spatial: provide a graphic organizer to record Clues-Problems-Wonderings, flipchart lesson presentation with pictures, posters chart to organize their center transitions
6. Interpersonal/Social: think-pair-share, Partner pairings for centers, memory vowel dipthong game, whole-group Around the World, team cheers
7. Intrapersonal/Introspective: private work area if needed, be the time manager during the lesson, computer sight word station is completed independently
8. Naturalist: Showing pictures of life during the story’s setting (1849-1850)

Rationale for Instruction

(State rationale given to students for
how this instruction may benefit
them; write in student language.)
Topic: Today we will complete three reading centers: a sight word center, a vowel dipthong center, and a reading comprehension center where we will be previewing our next text in our Imagine It! unit.

Rationale: We are going to practice strategies that good readers practice including building our background knowledge of words and our story before we read. (link diary genre to writing our own stories in a journal or diary)

Daily Objectives

(State in operational, measurable terms; objective should be directly linked to evaluation procedures; if you are working with a small group or one-on-one, individual goals may be appropriate; specify 1-3 goals per lesson.)
Include any relevant IEP goals that can be incorporated into the daily objectives.
Students will be able to:
· build their background knowledge of the story by completing a Clues/Problems/Wonderings chart and by reading about the author
· complete reading activities by applying their knowledge of vowel diphthongs to correctly read, match, and define given words that contain vowel diphthongs
· complete spelling activities by applying their knowledge of sight words to correctly spell sight words

Relevant IEP Goals:
· Sight word fluency (D.A., N.C., K.P, and E.S.)
· Before reading comprehension strategies (E.S.)
· Fluency reading vowel diphthongs (D.A., Q.B., D.P., and K.P.)
Instructional Sequence
(Estimate amount of time per section.)

Start of Class Period
Ÿ Required Tasks
Ÿ Collection of Homework
Ÿ Warm-Up Activity

Beginning Lesson (Introduction or connecting to previous day)

Ÿ Motivation/relevance

Ÿ Overview

Ÿ Directions

Ÿ Purpose of lesson


Middle

Ÿ Objective
Ÿ Key questions
Ÿ Students engaged
Ÿ Activity
Ÿ Student sharing
Ÿ Informal ck for understanding

Closing

Ÿ Wrap Up
Ÿ Review of key points
Ÿ Collection of papers/materials

Ending of Class Period
Ÿ Required Tasks
Ÿ Collection of Classwork
Level of Instruction (Acquisition, Practice, or Generalization): Acquisition and Practice

Start of Class Period (10 minutes)
  • Sign point sheets from morning meeting
  • Bathroom break (before instruction starts)
  • Send up attendance folder and take attendance on the computer (before instruction starts)
  • Review homework for the day on the active board
  • Warm-up Activity: Sight Word Around the World

Beginning Lesson (5 minutes)
· Introduce Objective: “Today we will complete three reading centers: a sight word center, a vowel dipthong center, and a reading comprehension center where we will be previewing our next text in our Imagine It! unit.”
· Motivating/Relevance:
o Raise your hand if you have ever kept a journal or diary?”
o Think-Pair-Share with a partner, “Why would a person keep a journal or diary?”
o “Our new story is a young girl’s diary and she records her travels across America in a covered wagon. We can learn a lot about her life and life in American during her life as we read her diary entries.”
o “We are going to practice strategies that good readers practice including building our background knowledge of words and our story before we read.”
o Introduce Centers Poster and explain the three groups
Middle (70 minutes)
  1. (20 minutes) Whole Group Lesson
· Review the lesson objective
· Introduce the new story title: A Covered Wagon Girl: The Diary of Sallie Hester, 1849-1850
o Have students use their Table of Contents to find the new story
· Teach/Review Genre: Diary
o Is a first-person account of events in someone’s life
o Includes entries that are made regularly
o Usually includes the date for each entry
· Build Students’ background knowledge:
o Show picture of a covered wagon and wagon train
o Define pioneer
o Show Indiana on a map and highlight the Oregon Trail
o Explain how families, more than 350,000 people, moved to the west in search of farmland and gold
o Diaries are usually meant to be kept private
o Sallie Hester’s diary gives us lots of useful information about a journey thousands of pioneers took
o The Hester family traveled in a wagon train for more than 2,000 miles along the Oregon Trail
o Sallie Hester was 14 years old when her long journey began
· Introduce Author: Read page 316 (if running out of time, skip reading about the author)
· Set a purpose for reading:
o What is it like to travel across country in a wagon?
o What would the United States be like if there had been no pioneers?
  1. (10 minutes) Introduce Centers
· Review Center Poster and partner pairs
· Introduce each center to the students:
o Center 1: Clues/Problems/Wonderings and previewing the text, introduce graphic organizer using the flipchart page, explain how students will be given a grade based on the completion of their graphic organizer
o Center 2: Sight Word spelling practice on www.spellingcity.com, show students how they will locate their name and their sight word list, explain how on Thursday they will take a sight word test to update their focus words
o Center 3: Vowel Dipthong Practice with ie, Introduce new sound (ie says long i), read each word on flashcard and have students repeat the word, explain how first game is matching the words; If time, students will play game 2: introduce the words and their definitions, explain how students will match the words and their definitions
  1. (40 minutes) Center Rotation: Students will rotate around the three centers following the Centers Poster, timer, and teacher directions (approximately 12 minutes at each center)
  2. (5 minutes) Assessment: The assessment will occur in the center where students are previewing their stories with teacher assistance and monitoring.
· Students will be given a grade on their completed Clues-Problems-Wonderings graphic organizers using on the predetermined rubric for each group (N.C. and E.S. group will have 8 items to complete, other groups will have 12 items to complete for a grade)
· Students will add questions to the Question/Concept Board using sticky notes if time
Closing (3 minutes)
· Student Questioning about new story:
o What is the title or our new text?”
o Who is the main character in our story?”
o What is the setting of our story? (Where and when does our story take place?)”
o “What genre or type of story is A Covered Wagon Girl?”
· Explanation of next steps instructionally: “On Thursday, we will define our new vocabulary words for our new story, Covered Wagon Girl: The Diary of Sallie Hester, 1849-1850.”
Ending of Class Period (2 minutes)
· Sign point sheets for Reading
· Collect Materials with help from the Materials Specialist (student helper)
· Send Nathaniel to Math class
Materials/Equipment/Preparation
(List materials; attach any worksheets or assessment forms, websites needed.)

Will you be using the paraeducator? If so, what tasks will they be assigned?

If co-taught class, what will each teacher be responsible for?
  • and Flipchart Page
  • Genre and Background Knowledge Flipchart
  • Computers pre-set to www.spellingcity.com and logged in for students using the teacher’s password
  • Each students’ list of focus sight word pre-typed and saved on www.spellingcity.com
  • Sticky notes to add questions to the Question/Concept Board
  • Imagine It! Textbooks, one per student
  • Vowel Dipthong index cards for games 1 and 2
  • Timer
  • Spelling homework, ie vowel dipthong (N.C. and E.S. get a reduced list, all lists are differentiated per student, based on pre-assessment focus words)
  • Reading homework worksheet
Reflections
How will I know I have succeeded?
Consider your sequencing, pacing of lesson, grouping of students, how engaged were the students?
Would you change anything?
If yes, what and why?
This section will be completed after the lesson is completed.

Lesson 2













Identification of the Class

(Subject, Time Frame, Class Period, Grade, Number of Students)

Subject: Reading

Time Frame: (min and period): 90 minutes; 8:05-8:35

Grade: 4th/5th Grade

Number of Students: 6 students Co-Teacher: N/A

Curriculum Standard

(Write out relevant parts of the
standard using the Maryland VSC.)
Grade 5 Objective 1.C.2.a/c and 1.D.3.a-d.
OBJECTIVES
1.C.2. Read grade-level text with both high accuracy and appropriate pacing, intonation, and expression
a. Apply knowledge of word structures and patterns to read with automaticity
c. Increase sight words read fluently
1.D.3. Understand, acquire, and use new vocabulary
a. Use context to determine the meanings of words
b. Use word structure to determine the meaning of words
c. Use resources to confirm definitions and gather further information about words
d. Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression

Skill Level(s) of Student(s)

(Cite where students are performing within the Maryland VSC noting both independent and instructional levels in different content areas including but not limited to reading and mathematics.)

Independent Reading Levels:
D.A.: Upper 1st Grade
Q.B..: 3rd Grade
N.C.: 1st Grade
D.P.: 5th Grade
K.P.: 1.6 Grade
E.S.: 1.9 Grade

Reading Comprehension Levels:
D.A.: Upper 3rd
N.C.: 1st Grade
Q.B.: Lower 3rd Grade
D.P.: 3rd Grade
K.P.: 1.7 Grade
E.S.: 1.7 Grade

  • Meeting Students’ Learning Profile Through Multiple Intelligences Alignment
1. Verbal/Linguistic: verbal teacher lecture, verbal explanation of learning objectives and questioning at closing, reading text and/or worksheets aloud to class, lesson objective with learning new vocabulary words
2. Logical/Mathematical: provide a graphic organizer to record Vocabulary words/predictions/definitions or synonyms, providing centers posters chart to organize their center transitions, steps to using context clues checklist
3. Musical/Rhythmic: learning through the interactive online spelling presentation (Spellingcity.com),spy music during motivational activity, clapping out the syllables in the words, context clues chant
4. Bodily/Kinesthetic: Moving around when playing the Around the World game, creating 3D flashcards, clapping out syllables in words, context clues chant with kinesthetic prompts
5. Visual/Spatial: provide a graphic organizer to record Vocabulary, flipchart lesson presentation with pictures, posters chart to organize their center transitions, placing Post-its or sticky notes to hold vocabulary page and index page in book
6. Interpersonal/Social: Partner pairings for centers, whole-group sight word Around the World, team cheers
7. Intrapersonal/Introspective: private work area if needed, be the time manager during the lesson, computer sight word station is completed independently, self-paced graphic organizer/vocabulary center
8. Naturalist: provide job to monitor noise level in the classroom

Rationale for Instruction

(State rationale given to students for
how this instruction may benefit
them; write in student language.)
Topic: Today we will complete three reading centers: a sight word center, a vowel dipthong center, and a reading vocabulary center where we will build our knowledge of the story vocabulary in our text A Covered Wagon Girl: The Diary of Sallie Hester, 1849-1850.

Rationale: Good readers use context clues to help them define unknown words as they read. Today, we are going to practice our context clues skills to define some of the key words we will see in our text to build our vocabulary background knowledge before we read.

Daily Objectives

(State in operational, measurable terms; objective should be directly linked to evaluation procedures; if you are working with a small group or one-on-one, individual goals may be appropriate; specify 1-3 goals per lesson.)
Include any relevant IEP goals that can be incorporated into the daily objectives.
Students will be able to:
· define the selection’s vocabulary by using context clues.
· complete reading activities by applying their knowledge of vowel diphthongs to correctly read, match, and define given words that contain vowel diphthongs
· complete spelling activities by applying their knowledge of sight words to correctly spell sight words

Relevant IEP Goals:
· Sight word fluency (D.A., N.C., K.P, and E.S.)
· Fluency reading vowel diphthongs (D.A., Q.B., D.P., and K.P.)
· Context clues (D.A., Q.B., D.P. K.P., and E.S.)
· Vocabulary (D.A., Q.B., N.C., D.P., K.P., and E.S.)
Instructional Sequence
(Estimate amount of time per section.)

Start of Class Period
Ÿ Required Tasks
Ÿ Collection of Homework
Ÿ Warm-Up Activity

Beginning Lesson (Introduction or connecting to previous day)

Ÿ Motivation/relevance

Ÿ Overview

Ÿ Directions

Ÿ Purpose of lesson


Middle

Ÿ Objective
Ÿ Key questions
Ÿ Students engaged
Ÿ Activity
Ÿ Student sharing
Ÿ Informal ck for understanding

Closing

Ÿ Wrap Up
Ÿ Review of key points
Ÿ Collection of papers/materials

Ending of Class Period
Ÿ Required Tasks
Ÿ Collection of Classwork
Level of Instruction (Acquisition, Practice, or Generalization): Acquisition, Practice, and Generalization

Start of Class Period (10 minutes)
  • Sign point sheets from morning meeting
  • Bathroom break (before instruction starts)
  • Send up attendance folder and take attendance on the computer (before instruction starts)
  • Review homework for the day on the active board
  • Warm-up Activity: Sight Word Around the World

Beginning Lesson (5 minutes)
· Introduce Objective: “Today we will complete three reading centers: a sight word center, a vowel dipthong center, and a reading vocabulary center where we will build our knowledge of the story vocabulary in our text A Covered Wagon Girl: The Diary of Sallie Hester, 1849-1850.”
· Motivating/Relevance:
o Put on spy music-“Today, you will become a word detective!”
o Hand out hands lenses to students
o “Your mission: Use the three steps to identifying new words using context clues to define the last three story selection words.”
o Present students with passage with words blacked-out. “Today we are going to figure out what our first three story selection words mean.”
o “Good readers use context clues to help them define unknown words as they read. Today, we are going to practice our context clues skills to define some of the key words we will see in our text to build our vocabulary background knowledge before we read.
o Introduce Centers Poster and explain the three groups
Middle (70 minutes)
  1. (20 minutes) Whole Group Lesson
· Review the lesson objective
o Find page number of A Covered Wagon Girl: The Diary of Sallie Hester, 1849-1850 Story Vocabulary using the Table of Contents
· Teach/Review Context Clues
o Using a kinesthetic prompts, say context clues chant
§ When I (point to self) use the words (put hands out if front with palms facing each other about 5 inches apart to represent a word) around the words (move arms around in a circle) to give me clues (hold closed fist up to eye as if holding a magnifying glass) of their meaning (point finger to head)
§ Practice chant using prompts as a group
· Teach/Review context clues graphic organizer
· Teach/Review the three steps to defining a word using context clues, hand out context clues checklist (in sheet protector with a dry erase marker and eraser/tissue/sock)
o Make a prediction of what the word means
o Substitute your prediction into the sentence, Does my prediction make sense? Do I need to revise my prediction or can I confirm it?
o Use a resource (glossary) to locate the real definition of the word
· Teacher Model using context clues to define word 1: vast using the context clues checklist
· Have students assist locating vast in glossary to record the definition of vast
· Teacher Model completing context clues graphic organizer for word vast
  1. (10 minutes) Introduce Centers
· Review Center Poster and partner pairs
· Introduce each center to the students:
o Center 1: Context Clues/Vocabulary practice, review three steps to context clues and checklist, explain how students will be given a grade based on the completion of their graphic organizer for three new words: associations, tremendous, provisions
o Center 2: Sight Word spelling practice on www.spellingcity.com, show students how they will locate their name and their sight word list, explain how on Thursday they will take a sight word test to update their focus words (each students’ list is different and is based on their pre-assessment)
o Center 3: Vowel Dipthong Practice with multi-sensory flashcards: Review sound ie makes, present one word at a time, and have students read the word and clap out the syllables. After students have read the word, they will create a 3-D flashcard using puffy paint
  1. (40 minutes) Center Rotation: Students will rotate around the three centers following the Centers Poster, timer, and teacher directions (approximately 12 minutes at each center)
  2. (5 minutes) Assessment: The assessment will occur in the center where students are defining the story vocabulary using context clues with teacher assistance and monitoring.
· Students will be given a grade on their completed Context Clues graphic organizers
· Students will add questions to the Question/Concept Board using sticky notes if time
Closing (3 minutes)
· Student Questioning about new story vocabulary:
o What does vast mean?”
o “If I have associations with the principal, what do I have?”
o “Can you give me a synonym for tremendous?”
o “What is the definition for provisions?”
· Explanation of next steps instructionally: “Tomorrow, we will continue to define our new vocabulary words for our new story, Covered Wagon Girl: The Diary of Sallie Hester, 1849-1850.”
Ending of Class Period (2 minutes)
· Sign point sheets for Reading
· Collect Materials with help from the Materials Specialist (student helper)
· Send Nathaniel to Math class
Materials/Equipment/Preparation
(List materials; attach any worksheets or assessment forms, websites needed.)

Will you be using the paraeducator? If so, what tasks will they be assigned?

If co-taught class, what will each teacher be responsible for?
Reflections
How will I know I have succeeded?
Consider your sequencing, pacing of lesson, grouping of students, how engaged were the students?
Would you change anything?
If yes, what and why?
This section will be completed after the lesson is completed.

Lesson 3





Identification of the Class

(Subject, Time Frame, Class Period, Grade, Number of Students)

Subject: Reading

Time Frame: (min and period): 90 minutes; 8:05-8:35

Grade: 4th/5th Grade

Number of Students: 6 students Co-Teacher: N/A

Curriculum Standard

(Write out relevant parts of the
standard using the Maryland VSC.)
Grade 5 Objective 1.C.2.a/c and 1.D.3.a-d.
OBJECTIVES
1.C.2. Read grade-level text with both high accuracy and appropriate pacing, intonation, and expression
a. Apply knowledge of word structures and patterns to read with automaticity
c. Increase sight words read fluently
1.D.3. Understand, acquire, and use new vocabulary
a. Use context to determine the meanings of words
b. Use word structure to determine the meaning of words
c. Use resources to confirm definitions and gather further information about words
d. Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression

Skill Level(s) of Student(s)

(Cite where students are performing within the Maryland VSC noting both independent and instructional levels in different content areas including but not limited to reading and mathematics.)

Independent Reading Levels:
D.A.: Upper 1st Grade
Q.B..: 3rd Grade
N.C.: 1st Grade
D.P.: 5th Grade
K.P.: 1.6 Grade
E.S.: 1.9 Grade

Reading Comprehension Levels:
D.A.: Upper 3rd
N.C.: 1st Grade
Q.B.: Lower 3rd Grade
D.P.: 3rd Grade
K.P.: 1.7 Grade
E.S.: 1.7 Grade

  • Meeting Students’ Learning Profile Through Multiple Intelligences Alignment
1. Verbal/Linguistic: verbal teacher lecture, verbal explanation of learning objectives and questioning at closing, word web activity (writing), reading text and/or worksheets aloud to class, lesson objective with learning new vocabulary words, sentence writing component of the vowel dipthong vocabulary organizer
2. Logical/Mathematical: provide a graphic organizer to record Vocabulary words/predictions/definitions or synonyms, providing centers posters chart to organize their center transitions, steps to using context clues checklist, dictionary component of the vowel dipthong vocabulary organizer
3. Musical/Rhythmic: learning through the interactive online spelling presentation (Spellingcity.com),spy music during motivational activity, clapping out the syllables in the words, context clues chant
4. Bodily/Kinesthetic: Moving around when playing the Around the World game, reviewing 3D flashcards, clapping out syllables in words, context clues chant with kinesthetic prompts, drawing component of the vowel dipthong vocabulary organizer
5. Visual/Spatial: provide a graphic organizer to record Vocabulary, flipchart lesson presentation with pictures, posters chart to organize their center transitions, word web activity, placing post its to hold vocabulary page and index page in book, drawing component of the vowel dipthong vocabulary organizer
6. Interpersonal/Social: Partner pairings for centers, whole-group sight word Around the World, team cheers, word web activity
7. Intrapersonal/Introspective: private work area if needed, be the time manager during the lesson, computer sight word station is completed independently, self-paced graphic organizer/vocabulary center
8. Naturalist: provide job to monitor noise level in the classroom

Rationale for Instruction

(State rationale given to students for
how this instruction may benefit
them; write in student language.)
Topic: Yesterday we started to build our knowledge of our story vocabulary in our text A Covered Wagon Girl: The Diary of Sallie Hester, 1849-1850. In our three reading centers today, we will increase our reading fluency with reading sight words, words that contain the vowel dipthong ie, and increase our word knowledge in a reading vocabulary center.

Rationale: Good readers build their reading fluency and word knowledge to continue to grow as readers. We are going to continue to practice using our context clues skills to define new unknown key words we will see in our text before we read.

Daily Objectives

(State in operational, measurable terms; objective should be directly linked to evaluation procedures; if you are working with a small group or one-on-one, individual goals may be appropriate; specify 1-3 goals per lesson.)
Include any relevant IEP goals that can be incorporated into the daily objectives.
Students will be able to:
· define the selection’s vocabulary by using context clues.
· complete reading activities by applying their knowledge of vowel diphthongs to correctly read, match, and define given words that contain vowel diphthongs
· complete spelling activities by applying their knowledge of sight words to correctly spell sight words

Relevant IEP Goals:
· Sight word fluency (D.A., N.C., K.P, and E.S.)
· Fluency reading vowel diphthongs (D.A., Q.B., D.P., and K.P.)
· Context clues (D.A., Q.B., D.P. K.P., and E.S.)
· Vocabulary (D.A., Q.B., N.C., D.P., K.P., and E.S.)
Instructional Sequence
(Estimate amount of time per section.)

Start of Class Period
Ÿ Required Tasks
Ÿ Collection of Homework
Ÿ Warm-Up Activity

Beginning Lesson (Introduction or connecting to previous day)

Ÿ Motivation/relevance

Ÿ Overview

Ÿ Directions

Ÿ Purpose of lesson


Middle

Ÿ Objective
Ÿ Key questions
Ÿ Students engaged
Ÿ Activity
Ÿ Student sharing
Ÿ Informal ck for understanding

Closing

Ÿ Wrap Up
Ÿ Review of key points
Ÿ Collection of papers/materials

Ending of Class Period
Ÿ Required Tasks
Ÿ Collection of Classwork
Level of Instruction (Acquisition, Practice, or Generalization): Acquisition, Practice, and Generalization

Start of Class Period (10 minutes)
  • Sign point sheets from morning meeting
  • Bathroom break (before instruction starts)
  • Send up attendance folder and take attendance on the computer (before instruction starts)
  • Review homework for the day on the active board
  • Warm-up Activity: Sight Word Around the World

Beginning Lesson (5 minutes)
· Introduce Objective: “In our three reading centers today, we will increase our reading fluency with reading sight words, words that contain the vowel dipthong ie, and increase our word knowledge in a reading vocabulary center.”
· Motivating/Relevance:
o “Yesterday my mom showed me her new bling, and I said that I loved it! She said it was an adornment made of diamonds. I was so confused. Can you help me figure out what an adornment is?”
o Word-Web: “Using your color marker, write your name on the back of the paper. When the paper comes to you, write your prediction for the definition of adornment on the paper.”
o Review student definitions and discuss how students came to their definitions
o “Good readers build their reading fluency and word knowledge to continue to grow as readers. We are going to continue to practice using our context clues skills to define new unknown key words we will see in our text before we read.”
o Introduce Centers Poster and explain the three groups
Middle (70 minutes)
  1. (20 minutes) Whole Group Lesson
· Review the lesson objective
o Find page number of A Covered Wagon Girl: The Diary of Sallie Hester, 1849-1850 Story Vocabulary using the Table of Contents
· Review Context Clues
o Using a kinesthetic prompts, say context clues chant
§ When I (point to self) use the words (put hands out if front with palms facing each other about 5 inches apart to represent a word) around the words (move arms around in a circle) to give me clues (hold closed fist up to eye as if holding a magnifying glass) of their meaning (point finger to head)
§ Practice chant using prompts as a group
· Review context clues graphic organizer
· Review the three steps to defining a word using context clues, hand out context clues checklist (in sheet protector with a dry erase marker and eraser/tissue/sock)
o Make a prediction of what the word means
o Substitute your prediction into the sentence, Does my prediction make sense? Do I need to revise my prediction or can I confirm it?
o Use a resource (glossary) to locate the real definition of the word
· Review meaning of the first four words: vast, associations, tremendous, and provisions
· (10 minutes) Introduce Centers
· Review Center Poster and partner pairs
· Introduce each center to the students:
o Center 1: Context Clues/Vocabulary practice, review three steps to context clues and checklist, explain how students will be given a grade based on the completion of their graphic organizer for three new words: engaged, detained, and permanent
o Center 2: Sight Word spelling practice on www.spellingcity.com, show students how they will locate their name and their sight word list, explain how on Friday they will take a sight word test to update their focus words (each students’ list is different and is based on their pre-assessment)
o Center 3: Vowel Dipthong Practice with multi-sensory flashcards and Vocabulary Graphic Organizer: Review sound ie makes, have students review their 3-D flashcards by tracing them and air spelling the words to practice. After students read and spell the words, have students complete the vocabulary organizer for words the students had difficulty reading, spelling, or didn’t know the meaning of through student questioning
  1. (40 minutes) Center Rotation: Students will rotate around the three centers following the Centers Poster, timer, and teacher directions (approximately 12 minutes at each center)
  2. (5 minutes) Assessment: The assessment will occur in the center where students are defining the story vocabulary using context clues with teacher assistance and monitoring.
· Students will be given a grade on their completed Context Clues graphic organizers
· Students will add questions to the Question/Concept Board using sticky notes if time
Closing (3 minutes)
· Student Questioning about new story vocabulary:
o What does the word engaged mean?”
o “Can you put the meaning of detained in your own words?
o “What is the definition for the word permanent?”
· Explanation of next steps instructionally: “Tomorrow, we will begin to read our story using the comprehension strategy of visualizing.”
Ending of Class Period (2 minutes)
· Sign point sheets for Reading
· Collect Materials with help from the Materials Specialist (student helper)
· Send Nathaniel to Math class
Materials/Equipment/Preparation
(List materials; attach any worksheets or assessment forms, websites needed.)

Will you be using the paraeducator? If so, what tasks will they be assigned?

If co-taught class, what will each teacher be responsible for?
Reflections
How will I know I have succeeded?
Consider your sequencing, pacing of lesson, grouping of students, how engaged were the students?
Would you change anything?
If yes, what and why?
This section will be completed after the lesson is completed.



Lesson 4


























Identification of the Class

(Subject, Time Frame, Class Period, Grade, Number of Students)

Subject: Reading

Time Frame: (min and period): 90 minutes; 8:05-8:35

Grade: 4th/5th Grade

Number of Students: 6 students Co-Teacher: N/A

Curriculum Standard

(Write out relevant parts of the
standard using the Maryland VSC.)
Grade 5 Objective 1.E.3.h and i, Objective 1.C.2.a and c, and Objective 2.4.h.
OBJECTIVES
1.E.3. Use strategies to make meaning from text (during reading)
h. Visualize what was read for deeper understanding
i. Use a graphic organizer or another note-taking technique to record important ideas or information
1.C.2. Read grade-level text with both high accuracy and appropriate pacing, intonation, and expression
a. Apply knowledge of word structures and patterns to read with automaticity
c. Increase sight words read fluently
2.4. Determine and analyze important ideas and messages in information texts
h. distinguish between a fact and an opinion

Skill Level(s) of Student(s)

(Cite where students are performing within the Maryland VSC noting both independent and instructional levels in different content areas including but not limited to reading and mathematics.)

Independent Reading Levels:
D.A.: Upper 1st Grade
Q.B..: 3rd Grade
N.C.: 1st Grade
D.P.: 5th Grade
K.P.: 1.6 Grade
E.S.: 1.9 Grade

Reading Comprehension Levels:
D.A.: Upper 3rd
N.C.: 1st Grade
Q.B.: Lower 3rd Grade
D.P.: 3rd Grade
K.P.: 1.7 Grade
E.S.: 1.7 Grade

  • Meeting Students’ Learning Profile Through Multiple Intelligences Alignment
1. Verbal/Linguistic: verbal teacher lecture, verbal explanation of learning objectives, fact and opinion, and questioning at closing, reading text and/or worksheets aloud to class
2. Logical/Mathematical: provide a graphic organizer to record Visualizations, providing centers posters chart to organize their center transitions, fact or opinion game
3. Musical/Rhythmic: learning through the interactive online spelling presentation (Spellingcity.com)
4. Bodily/Kinesthetic: Moving around with Around the World, Fact or opinion game with hands-on cards, dice, and pawns, Kinesthetic prompt with senses
5. Visual/Spatial: provide a graphic organizer to record Visualizations, flipchart lesson presentation with pictures, posters chart to organize their center transitions, fact and opinion definitions with pictures, board game board, E.S. and N.C. allowed to draw visualizations
6. Interpersonal/Social: Partner pairings for centers, fact and opinion board game, whole-group Around the World, team cheers
7. Intrapersonal/Introspective: private work area if needed, be the time manager during the lesson, computer sight word station is completed independently
8. Naturalist: using senses to experience the text (lesson objective of visualizing)

Rationale for Instruction

(State rationale given to students for
how this instruction may benefit
them; write in student language.)
Topic: Today we will complete three reading centers: a sight word center, a fact and opinion center, and a reading comprehension center where we will be making visualizations as we read our text in our Imagine It! unit.

Rationale: “We are going to practice strategies that good readers use to understand a text. Remember, we read to understand.”

Daily Objectives

(State in operational, measurable terms; objective should be directly linked to evaluation procedures; if you are working with a small group or one-on-one, individual goals may be appropriate; specify 1-3 goals per lesson.)
Include any relevant IEP goals that can be incorporated into the daily objectives.
Students will be able to:
· complete a visualization graphic organizer in order to better understand the text
· identify statements as facts or opinions
· complete spelling activities by applying their knowledge of sight words to correctly spell sight words

Relevant IEP Goals:
· Sight word fluency (D.A., N.C., K.P, and E.S.)
· During reading comprehension strategy of visualization (E.S.)
· Fluency reading vowel diphthongs (D.A., Q.B., D.P., and K.P.)
· Fact and Opinion (D.A., N.C., D.P., and E.S.)
Instructional Sequence
(Estimate amount of time per section.)

Start of Class Period
Ÿ Required Tasks
Ÿ Collection of Homework
Ÿ Warm-Up Activity

Beginning Lesson (Introduction or connecting to previous day)

Ÿ Motivation/relevance

Ÿ Overview

Ÿ Directions

Ÿ Purpose of lesson


Middle

Ÿ Objective
Ÿ Key questions
Ÿ Students engaged
Ÿ Activity
Ÿ Student sharing
Ÿ Informal ck for understanding

Closing

Ÿ Wrap Up
Ÿ Review of key points
Ÿ Collection of papers/materials

Ending of Class Period
Ÿ Required Tasks
Ÿ Collection of Classwork
Level of Instruction (Acquisition, Practice, or Generalization): Acquisition and Practice

Start of Class Period (10 minutes)
  • Sign point sheets from morning meeting
  • Bathroom break (before instruction starts)
  • Send up attendance folder and take attendance on the computer (before instruction starts)
  • Review homework for the day on the active board
  • Warm-up Activity: Sight Word Around the World

Beginning Lesson (5 minutes)
· Introduce Objective: “Today we will complete three reading centers: a sight word center, a fact and opinion center, and a reading comprehension center where we will be will be making visualizations as we read our text in our Imagine It! unit.”
· Motivating/Relevance:
o Motivation: Sight Word Around the World, use a team cheer to honor the winning student
o Relevance: “We are going to practice strategies that good readers use to understand a text. Remember, we read to understand.”
o Introduce Centers Poster and explain the three groups
Middle (70 minutes)
  1. (20 minutes) Whole Group Lesson
· Review the lesson objective
· Review story title: A Covered Wagon Girl: The Diary of Sallie Hester, 1849-1850
o Have students use their Table of Contents to find the story
· Review Genre: Diary
o Is a first-person account of events in someone’s life
o Includes entries that are made regularly
o Usually includes the date for each entry
· Review how to make a visualization by using the 5 senses
· Go around the room and have the students list the 5 senses: Use picture cue and kinesthetic prompts to show senses
· Set a purpose for reading:
o Review objective: “As we read, we are going to practice getting a picture in our head. Our graphic organizer will help us to make the picture by using the 5 senses.”
  1. (10 minutes) Introduce Centers
· Review Center Poster and partner pairs
· Introduce each center to the students:
o Center 1: Visualizing and reading the text, introduce the visualization graphic organizer using the flipchart page, explain how students will be given a grade based on the completion of their graphic organizer
o Center 2: Sight Word spelling practice on www.spellingcity.com, show students how they will locate their name and their sight word list, reiterate that tomorrow is the spelling test
o Center 3:Fact and Opinion center, review definitions of fact and opinion using posters, review key words, T.A will model examples of facts and opinions, and model game if needed. T.A. will need to assist students with reading during the game
  1. (40 minutes) Center Rotation: Students will rotate around the three centers following the Centers Poster, timer, and teacher directions (approximately 12 minutes at each center)
  2. (5 minutes) Assessment: The assessment will occur in the center where students are reading their stories and completing their visualization graphic organizer with teacher assistance and monitoring.
· Students will be given a grade on their completed Visualizations graphic organizers using on the predetermined rubric (N.C. and E.S. group will have the opportunity to draw their visualization and label instead of writing words and sentences)
· Students will add questions to the Question/Concept Board using sticky notes if time
Closing (3 minutes)
· Student Questioning about new story:
o What strategy did I use to help me better understand our story?”
o How do I make visualization?”
o Can you name the 5 senses?”
· Explanation of next steps instructionally: “Tomorrow we will continue to read our story, Covered Wagon Girl: The Diary of Sallie Hester, 1849-1850 using our during reading comprehension strategy of visualization.”
Ending of Class Period (2 minutes)
· Sign point sheets for Reading
· Collect Materials with help from the Materials Specialist (student helper)
· Send N.C. to Math class
Materials/Equipment/Preparation
(List materials; attach any worksheets or assessment forms, websites needed.)

Will you be using the paraeducator? If so, what tasks will they be assigned?

If co-taught class, what will each teacher be responsible for?
  • Flipchart Page
  • Computers pre-set to www.spellingcity.com and logged in for students using the teacher’s password
  • Each students’ list of focus sight word pre-typed and saved on www.spellingcity.com
  • Sticky notes to add questions to the Question/Concept Board
  • Imagine It! Textbooks, one per student
  • Fact and Opinion game board and cards
  • Timer
  • Spelling homework, sight word lists (N.C. and E.S. get a reduced list, all lists are differentiated per student, based on pre-assessment focus words)
  • Reading homework worksheet
Reflections
How will I know I have succeeded?
Consider your sequencing, pacing of lesson, grouping of students, how engaged were the students?
Would you change anything?
If yes, what and why?
This section will be completed after the lesson is completed.










Lesson 5





















Identification of the Class

(Subject, Time Frame, Class Period, Grade, Number of Students)

Subject: Reading

Time Frame: (min and period): 90 minutes; 8:05-8:35

Grade: 4th/5th Grade

Number of Students: 6 students Co-Teacher: N/A

Curriculum Standard

(Write out relevant parts of the
standard using the Maryland VSC.)
Grade 5 Objective 1.E.3.h and i, Objective 1.C.2.a and c, and Objective 2.4.h.
OBJECTIVES
1.E.3. Use strategies to make meaning from text (during reading)
h. Visualize what was read for deeper understanding
i. Use a graphic organizer or another note-taking technique to record important ideas or information
1.C.2. Read grade-level text with both high accuracy and appropriate pacing, intonation, and expression
a. Apply knowledge of word structures and patterns to read with automaticity
c. Increase sight words read fluently
2.4. Determine and analyze important ideas and messages in information texts
h. distinguish between a fact and an opinion

Skill Level(s) of Student(s)

(Cite where students are performing within the Maryland VSC noting both independent and instructional levels in different content areas including but not limited to reading and mathematics.)

Independent Reading Levels:
D.A.: Upper 1st Grade
Q.B..: 3rd Grade
N.C.: 1st Grade
D.P.: 5th Grade
K.P.: 1.6 Grade
E.S.: 1.9 Grade

Reading Comprehension Levels:
D.A.: Upper 3rd
N.C.: 1st Grade
Q.B.: Lower 3rd Grade
D.P.: 3rd Grade
K.P.: 1.7 Grade
E.S.: 1.7 Grade

  • Meeting Students’ Learning Profile Through Multiple Intelligences Alignment
1. Verbal/Linguistic: verbal teacher lecture, verbal explanation of learning objectives, fact and opinion, and questioning at closing, reading text and/or worksheets aloud to class
2. Logical/Mathematical: provide a graphic organizer to record Visualizations, providing centers posters chart to organize their center transitions, fact or opinion game, spelling trackers (graph)
3. Musical/Rhythmic: learning through the interactive online spelling presentation (Spellingcity.com)
4. Bodily/Kinesthetic: Moving around with Around the World, Fact or opinion game with hands-on cards, dice, and pawns, Kinesthetic prompt with senses
5. Visual/Spatial: provide a graphic organizer to record Visualizations, flipchart lesson presentation with pictures, posters chart to organize their center transitions, fact and opinion definitions with pictures, board game board, E.S. and N.C. allowed to draw visualizations, creating spelling trackers (graph)
6. Interpersonal/Social: Partner pairings for centers, fact and opinion board game, whole-group Around the World, team cheers
7. Intrapersonal/Introspective: private work area if needed, be the time manager during the lesson, computer sight word station is completed independently
8. Naturalist: using senses to experience the text (lesson objective of visualizing)

Rationale for Instruction

(State rationale given to students for
how this instruction may benefit
them; write in student language.)
Topic: Today we will continue to read our story A Covered Wagon Girl: The Diary of Sallie Hester, 1849-1850. To help us increase our reading and spelling skills, we will complete three reading centers again including a sight word center, a fact and opinion center, and a visualization reading comprehension center. In our sight word center, we will complete our spelling tests.

Rationale: “We are going to continue to practice strategies that good readers use to understand a text. Remember, we read to understand.”

Daily Objectives

(State in operational, measurable terms; objective should be directly linked to evaluation procedures; if you are working with a small group or one-on-one, individual goals may be appropriate; specify 1-3 goals per lesson.)
Include any relevant IEP goals that can be incorporated into the daily objectives.
Students will be able to:
· complete a visualization graphic organizer in order to better understand the text
· identify statements as facts or opinions
· complete spelling activities by applying their knowledge of sight words to correctly spell sight words

Relevant IEP Goals:
· Sight word fluency (D.A., N.C., K.P, and E.S.)
· During reading comprehension strategy of visualization (E.S.)
· Fluency reading vowel diphthongs (D.A., Q.B., D.P., and K.P.)
· Fact and Opinion (D.A., N.C., D.P., and E.S.)
Instructional Sequence
(Estimate amount of time per section.)

Start of Class Period
Ÿ Required Tasks
Ÿ Collection of Homework
Ÿ Warm-Up Activity

Beginning Lesson (Introduction or connecting to previous day)

Ÿ Motivation/relevance

Ÿ Overview

Ÿ Directions

Ÿ Purpose of lesson


Middle

Ÿ Objective
Ÿ Key questions
Ÿ Students engaged
Ÿ Activity
Ÿ Student sharing
Ÿ Informal ck for understanding

Closing

Ÿ Wrap Up
Ÿ Review of key points
Ÿ Collection of papers/materials

Ending of Class Period
Ÿ Required Tasks
Ÿ Collection of Classwork
Level of Instruction (Acquisition, Practice, or Generalization): Acquisition and Practice

Start of Class Period (10 minutes)
  • Sign point sheets from morning meeting
  • Bathroom break (before instruction starts)
  • Send up attendance folder and take attendance on the computer (before instruction starts)
  • Review homework for the day on the active board
  • Warm-up Activity: Sight Word Around the World

Beginning Lesson (5 minutes)
· Introduce Objective: “Today we will continue to read our story A Covered Wagon Girl: The Diary of Sallie Hester, 1849-1850. To help us increase our reading and spelling skills, we will complete three reading centers again including a sight word center, a fact and opinion center, and a visualization reading comprehension center. In our sight word center, we will complete our spelling tests”
· Motivating/Relevance:
o Motivation: Sight Word Around the World, use a team cheer to honor the winning student
o Relevance: “We are going to practice strategies that good readers use to understand a text. Remember, we read to understand.”
o Introduce Centers Poster and explain the three groups
Middle (70 minutes)
  1. (20 minutes) Whole Group Lesson
· Review the lesson objective
· Review story title: A Covered Wagon Girl: The Diary of Sallie Hester, 1849-1850
o Have students use their Table of Contents to find the story
· Review Genre: Diary
o Is a first-person account of events in someone’s life
o Includes entries that are made regularly
o Usually includes the date for each entry
· Review how to make a visualization by using the 5 senses
· Go around the room and have the students list the 5 senses: Use picture cue and kinesthetic prompts to show senses
· Set a purpose for reading:
o Review objective: “As we read, we are going to practice getting a picture in our head. Our graphic organizer will help us to make the picture by using the 5 senses.”
  1. (10 minutes) Introduce Centers
· Review Center Poster and partner pairs
· Introduce each center to the students:
o Center 1: Visualizing and reading the text, introduce the visualization graphic organizer using the flipchart page, explain how students will be given a grade based on the completion of their graphic organizer
o Center 2: Sight Word spelling practice on www.spellingcity.com, set timer for 5 minutes practice, then have students take their spelling tests on the computer. After the students take their spelling tests, they will complete their spelling tracker (spelling test graphs)
o Center 3:Fact and Opinion center, review definitions of fact and opinion using posters, review key words, students will verbally give examples of facts or opinions, T.A. will need to assist students with reading during the game and on the worksheet/assessment. 6 minutes will be spent on the game and 6 minutes will be spent on the assessment
  1. (40 minutes) Center Rotation: Students will rotate around the three centers following the Centers Poster, timer, and teacher directions (approximately 12 minutes at each center)
  2. (5 minutes) Assessment: The assessments occur during centers. In the reading comprehension center, the visualization graphic organizer will serve as an assessment tool. In the sight word center, the students will complete a sight word spelling test. In the fact and opinion center, the students will complete a fact and opinion assessment worksheet.
· Students will be given a grade on their completed Visualizations graphic organizers using on the predetermined rubric (N.C. and E.S. group will have the opportunity to draw their visualization and label instead of writing words and sentences)
· Students will add questions to the Question/Concept Board using sticky notes if time
Closing (3 minutes)
· Student Questioning about new story:
o What strategy did I use to help me better understand our story?”
o How do I make visualization?”
o Can you name the 5 senses?”
· Explanation of next steps instructionally: “Next week, we will continue to read our story to identify the main idea, sequence events in order, and summarize our text, A Covered Wagon Girl: The Diary of Sallie Hester, 1849-1850. Next Friday we will take our test for our text.”
Ending of Class Period (2 minutes)
· Sign point sheets for Reading
· Collect Materials with help from the Materials Specialist (student helper)
· Send N.C. to Math class
Materials/Equipment/Preparation
(List materials; attach any worksheets or assessment forms, websites needed.)

Will you be using the paraeducator? If so, what tasks will they be assigned?

If co-taught class, what will each teacher be responsible for?
Reflections
How will I know I have succeeded?
Consider your sequencing, pacing of lesson, grouping of students, how engaged were the students?
Would you change anything?
If yes, what and why?
This section will be completed after the lesson is completed.











References
Bereiter, C, Biemiller, A., Campione, J., Carruthers, I., Fuchs, D., Fuchs, L.,… Treadway, G.H. (2008). Imagine It! A Changing America. Columbus, OH: SRA/McGraw Hill.