Objectives/Goals (Teacher Language)

(What is your goal for this lesson? Start each sentence with “The student will…” and use Blooms verbs)

These 3 should align, using similar language

Academic Content Standards (minimum 2)

Use your state standards or CCSS. List at least 1 for content (Reading Foundation or Language) and 1 from the Speaking and Listening, and/or Writing

“I can” statements (In student-friendly language)

Anticipatory set/Connection to Prior Learning

The purpose is to involve as many as students as possible, piquing their interests for the subject matter to come. This can come in the form of a song, a fun activity, or a regular ritual you enge in that helps gather their attention and make sure they are excited to hear your next words. This is also the opportunity to level the playing field as you create common background they will need to be successful for the upcoming instruction.

· How will you inform your students of the lesson's context and objective, in kid-friendly language?

· What do the students need to know before they can delve into the direct instruction segment of the experience (revisiting previous learning you will build upon)?

· Connection to previous lesson (building on background knowledge)

Example: “Who can tell me what we learned yesterday? Yes, we talked about —–. Let’s make a list of all the things we remember about —–. Today we are going to use that knowledge to help us learn something new. (introduce topic and have students review “I Can” statements)

Direct Instruction/Student Engagement

· Please place your detailed plans for teaching and engagement

· Include your detailed steps in the Gradual Release of Responsibility steps

Assessment and Independent Learning

· (What activity could you give the child to complete independently to demonstrate level of understanding? What would be your threshold of correct to determine mastery (80%, 85%, 90%, 100%)?

· This assessment should provide some independently created artifact (Word Sort, worksheet completed during a learning game, recording, etc).This artifact can become part of a portfolio or documentations for demonstration of mastery or lack of mastery.

· This can come from an activity from your book or outside your book.

· This assessment MUST tie back into your goals/objectives and Content Standards.

Closure Closure, like in an essay, is a restatement of what you just said, or in this case, what you just learned. It is similar to some of the basic steps of the Anticipatory set to name what they just learned and then extend/connect how it will apply to the next day’s lesson.

· Remind them what you just learned

· Include them in the refresher and use this as a final time to informally assess

· Connect to next steps so students see the continuity of learning and build their schema).

Example: “Who can tell me what we learned today? Let’s take another look at our ‘I Can’ statements and see if we can come up with a few examples for each. Today we are going to use that knowledge while we work and learn. We are also going to use this important knowledge tomorrow as we learn about….”

Differentiation

What we know for certain is that all students learn in different ways and at different rates. Therefore, in any lesson you develop (small or whole group) you will have a variability of skill attainment and comprehension levels. When writing a lesson plan, always make sure to account for adjustments that may need to be made for individual students within whatever grouping size you have.

· Include 1 plan to support “Student X” who has not yet mastered the content (e.g. Maxx is on the cusp of learning but seems to need a little more support from the teacher and opportunities to observe good models. Of the 10 words I have chosen for the direct instruction part of the lesson, I will make sure Maxx gets a more basic word to work with (example, example) and also ensure that he/she not be the first to practice within the group setting)

· Include 1 plan to support “Student X” who has demonstrated some strengths above the average group member but I would like to provide some additional reinforcement, while also scaffolding him/her. (e.g. Jaxx has demonstrated some strengths but occasionally seems confused by (name the topic). I would like to provide a little more support before scaffolding his learning to the next level. Of the 10 words I have chosen for the direct instruction part of the lesson, I will make sure Maxx gets a more challenging word to work with. I will also stretch Jaxx to transferring today’s work to tomorrow’s next lesson.

Homework/Home Connection

· This cannot be tied to your assessment

· Please work to make this a hands-on and fun activity that is easy for busy families to do, avoiding worksheets, if possible.

Materials

List what you will need for this lesson.

Technology

Will you use technology? Is it necessary? Remember, technology is not always appropriate and when trying to include it in every lesson, for the sake of “using technology” can distract from the learning taking place.

Writing

How will you implement a writing component to your lesson?

Key Vocabulary

Do not hesitate to your technical language with your children. If you are working with digraphs, blends, diphthongs, etc. do not hesitate to use the correct language with your children and use it throughout the language.

Lesson Template for Teaching Comprehension Strategies

Steps

Teacher Script

1.) Provide direct instruction regarding the cognitive strategy

a. Define and explain the strategy.

Readers connect in three ways between the text and their background knowledge: text-to-self, text-to-world, and text-to-text connections. In text-to-self, readers connect ideas to their own lives. In text-to-world, readers connect what they are reading to their own "world" and in text-to-text, the reader connects text to what they have read or seen before, like a movie or TV show.

b. Explain the purpose the strategy serves during reading

Connecting allows the reader to personalize their reading by associating what they are reading with their background knowledge. This helps the students make meaning of what they are reading and helps them to retain information while engaging in their reading.

c. Describe the critical attributes of the strategy.

Connecting has the following characteristics:

● Connecting can be deep, complex, and insightful.

● Can be meaningful and effective.

● May enhance their understanding of what the students are reading.

● Readers can expand their thinking.

d. Provide concrete examples/non-examples of the strategy.

Examples of connecting would be as follows: Text-to-self: After reading a story, the reader states that the story reminded her of a trip she took to the mountains just like the character. Text-to-text: The reader states that they read another book about snakes, and they are learning about poisonous snakes in the world. Text-to-world: The reader states that he saw a documentary about how plastics harm marine life, and he is learning about how plastic can kill marine animals. Connecting can be difficult if the student has limited experience. The student may struggle to make connections or be limited to vague and/or general connections.

2. Model the strategy by thinking aloud.

Think aloud is used by teachers and students to verbalize their thoughts while reading or writing. Some prompts to use while making oral connections are:

● What does this remind me of?

● How is this like my life?

● How is this different from my life?

3. Facilitate guided practice with students.

Students will use simple visuals, such as a bookmark, to remind them to make connections while they read. Students will record their connections in reading logs using words or pictures while reading. Students will orally share their connections with others or interview other students that pretend to be characters in the text.

Lesson Example – Summarizing

Steps

Teacher Script

1. Provide direct instruction regarding the cognitive strategy

a. Define and explain the strategy.

Summarizing is restating in your own words the meaning of what you have read– using different words from those used in the original text–either in written form or a graphic representation (picture of graphic organizer).

b. Explain the purpose the strategy serves during reading

Summarizing enables a reader to determine what is most important to remember once the reading is completed. Many things we read have only one or two bid ideas, and it's important to identify them and restate them for purposed of retention.

c. Describe the critical attributes of the strategy.

A summary has the following characteristics. It

Is short

Is to the point, containing the big idea of the text

Omits trivial information and collapses lists into a word or phrase Is not a retelling or a "photocopy" of the text

d. Provide concrete examples/nonexamples of the strategy.

Examples of good summaries might include the one-sentence book summaries from The New York Times Bestsellers List, an obituary of a famous person, or a report of a basketball or football game that captures the highlights.

The mistakes that students commonly make when writing summaries can be more readily avoided by showing students excellent nonexamples (e.g., a paragraph that is too long, has far too many details, or is a complete retelling of the text rather than a statement of the main idea.

2. Model the strategy by thinking aloud.

Thinking aloud is a metacognitive activity in which teachers reflect on their behaviors, thoughts, and attitudes regarding what they have read and then speak their thoughts aloud for students. Directions: Choose a section of relatively easy text from your discipline and think aloud how you would apply the summarizing strategy as you read. Include a short script.

3. Facilitate guided practice with students.

Using easy-to-read content text, read aloud and generate a summary together with the whole class.

Using easy-to-read content text, ask students to read with partners and create a summary together.

Once students are writing good summaries as partners, assign text and expect students to read and generate summaries independently.