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Effective Reading Communication Lesson Plan


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Effective Reading Communication Lesson Plan

  1. 1. LESSON PLAN th Date: May 7 2012 School: Nueva Urbana Elementary Teacher: Mrs. González Grade: 1rst I. Theme: I am a Bug!Comments: II. Phase: ___ Exploration ___Conceptualization _X_Application III. Integration: ________________________________________________ IV. Standard(s) and Grade Level Expectation: Content Standards 1th Grade Expectations LISTENING/SPEAKING: ___L/S.1.1 Listens and responds to basic commands, instructions, and routine questions during story time using expressions to The student uses the English demonstrate engagement. language to interpret oral input, ___L/S.1.2 Develops and demonstrates phonemic awareness and construct meaning, interact with auditory discrimination to identify distinctive sounds. confidence both verbally and ___L/S.1.3 Uses basic vocabulary and language patterns to identify nonverbally, and express ideas and describe familiar concepts related to self, to family, and to effectively in a variety of interact with peers. personal, social, and academic ___L/S.1.4 Offers and responds to greetings and farewells using contexts. the appropriate courtesy expressions. ___L/S.1.5 Uses both verbal and nonverbal forms of communication to express feelings, needs, experiences, and reacts to pictures and simple language cues after listening to read aloud. READING: _X_R.1.1 Recognizes letter-sound relationships to decode words and phrases fluently. The student uses reading ___R.1.2 Uses phonemic awareness strategies to manipulate sounds strategies, literary analysis, and and form new monosyllabic words. critical thinking skills to _X__R.1.3 Uses context clues and illustrations to identify details construct meaning and develop an and to determine the meaning of unfamiliar words; demonstrates an understanding as well as an acquisition of grade level vocabulary. appreciation of a variety of ___R.1.4 Identifies the main character(s) and uses picture cues to genres of both fiction and identify similarities and differences between characters within nonfiction. narrative text. _X_R.1.5 Identifies story organization of beginning, middle, and end within narrative text. WRITING: ___W.1.1 Recognizes and writes the letters of the alphabet; writes initial and final consonants in CVC (consonant-vowel-consonant) The student effectively pattern words. communicates to a variety of ___W/1.2 Writes name correctly; copies words and simple three audiences in all forms of writing word sentences using left to right, top to bottom progression; through the use of the writing applies appropriate spacing between letters and words; uses process, proper grammar, and age phonemic awareness and phonics strategies to spell words. appropriate expressive ___W/1.3 Identifies a complete sentence using capitalization; vocabulary. recognizes ending punctuation. ___W.1.4 Writes to describe a picture, person, or object; writes sentences of two or three words in length. ___W.1.5 Uses a picture dictionary as an aid to the writing process. V. Depth of Knowledge: _X_ L1 Recall _X_ L3 Skills/Concepts _X_ L2 Strategic Thinking _X_ L4 Extended Thinking VI. Objectives: Conceptual: After reading the story the students will be able to identify the story organization. Procedural: After reading the story the students will be able to organize the
  2. 2. story in terms of beginning, middle and end in a given handout. Attitudinal: The students will be able to share their opinions about their favorite part of the story. VII. Materials: a. Curriculum Material: Readings Good Times We Share b. Teaching Devices: Pictures / Flash cardsVocabulary Words: c. Technological Materials: Radio________________________________ VIII. Procedure:________________ a. Initial Activities:________________ 1. _X_ Greetings 2. _X_ Date 3. _X_ Attendance________________ 4. _X_ Review on: Vocabulary Words________________ 5. Motivation Act.: Role Play Sleeping Bunnies________________ 6. Other Activities:, Diversity, Creativity, Leadership, and Soc. Trans.________________ Captain of the Day!________________ 7. Statement of Aims: Story Organization________________________________ b. Developmental Activities: The students will collectively recall and retall________________ the story. The students will identify the story organization by using________________ pictures, then by using text and pictures and then only using sentences.________________________________ c. Closing Activities: The students will individually start working with the________________ story organization in a given handout. IX. Assessment Techniques: __ reflective diary __ collage __ summary __ conceptual mapGuide Questions: __check list __ rubric __ interview __ group discussion __ concrete poems __ debate __ drama __ graphic organizer __ comic strips __ projects __ illustration __ painting/drawing __ portfolio __ games _questionnaire __ anecdotic record __oral reports __ skit X_ Observations X. Homework: Look around your yard and identify the bugs, Be ready to share your findings with your classmates. XI. Special Accommodations offered: Individual help was provided. I. Teacher’s Reflections (material, method, and objectives): Today I was able to meet my objectives, I had the students read the story one more time to refresh their minds then we started to work on the story organization.
  3. 3. II. Values: ___ integrity ___self-esteem _X_friendship ___discipline ___equality ___loyalty ___tolerance ___sincerity ___sharing ___dignity ___love ___courage ___honesty ___courtesy ___solidarity ___caring ___justice ___respect ___compassion ___responsibility ___ OTHER: Prepared by: Dr. Carlos BáezMoctezuma 2011
  4. 4. Reflection: Reading Comprehension outstanding lesson I consider that this plan is an outstanding example of reading comprehensionbecause it revolves around understanding the story I am a Bug. In this lesson thestudents had to recall and retell the story in order to place the events in thecorrect sequence. In this class I went from using concrete examples to abstractexamples. At first the students recall and retell the story, and then they placethe events in sequence by using pictures. The second step was to place the eventsin sequence but by using text and picture and for the last step was using just thetext. I consider that this is great because were leading the students to work withthe four levels of depth of knowledge. I like to develop my activities collectively sothat the students can have immediate feedback from the classmates and from theteacher. Then I like to have the students work individually in activities thatcontain the same reading comprehension skill to acknowledge if the students reallyunderstand. During this class we had a wonderful time working collectively and alsothe students were able to demonstrate reading comprehension.