UDL Lesson Plan: February 2016

Guided Reading Lesson Plan

Text Title: Earthquakes by Seymour Simon

Level: Guided Reading Level T, DRA 50, Lexile Level 1010 L

Nonfiction

Book Introduction

Students will be grouped according to their DRA levels (Which they already know, ex. pink, blue, green...)
I will call the reading group that I will be working on with this particular book. The group of students I call will come back to the table.
Introduce Vocabulary Words: (Seismograph, Quakes, Offset, Mulberry, colliding, Lessen, Noticeable, Prone, Sensitive)
Word Wall Materials: Have students write words on index cards, and have them work with their partners build sentences using their vocabulary words.

Before Reading

First, I will encourage students to use their pre-knowledge on earthquakes to think about the book.
Guide children through the text noting important ideas and helping with unfamiliar language and vocabulary so they can read the text successfully.
They will play the concentration game with a partner using matching sets index cards (term/definition), they will shuffle the index cards and place them face down the first player will turn over two cards and if they select the term and the matching term they continue their turn; and the players cards do not match they lose their turn
.http://www.scholastic.com/teachers/top-teaching/2013/10/fun-and-easy-vocabulary-activities
I will plainly state that this book is called Earthquakes by Seymour Simon and it’s about the mysteries surrounding earthquakes. Such as why they occur? Why are they more recurrent in certain areas? What people can do to safeguard themselves and their possessions?
Then we will do a picture walk so they can examine what they think about the book before they actually read.
I will then present consonant blending that we will focus on before we start reading so they will notice the consonant blending in the book while we read.

Phonics Focus: (Consonant Blends):

Introducing Consonant Blends while presenting video for my students to watch before they read the text so that I can show them what consonant blends are and also show them what consonant blends I expect them to look for.

For this book they will focus on these 5 specific consonant blends:

Vocabulary Focus:

Students will work together as a group, on the Word Map graphic organizer.
They will give their best definition for each word, and explain what the definition is like, and give examples of each word.

(http://www.cobbk12.org/cheathamhill/lfs%20update/vocabulary%20and%20word%20walls.htm)

During Reading (describe how you will teach/re-enforce these skills within the text you’ve selected)

We will read through the book, Earthquake by Seymour Simon, and stop after every page to see if they spot any consonant blends that I chose for them to find.
They will also be on the look out for any vocabulary words that they spot throughout each page.
Call on students to read each page of the book aloud until the end of the book.

Comprehension non-fiction

CCSS.ELA-LITERACY.RI.2.5
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
We will do a Making Connections: Reading Response after we finish reading the book.
http://www.scholastic.com/teachers/sites/default/files/posts/u133/pdfs/reading_response_making_connections_response.pdf

In the Reading Response, they will talk about any (text-to-text, text-to-self, or text-to-world connections),
Complete this graphic organizer of Nonfiction
http://www.thecurriculumcorner.com/wp-content/pdf/nonfiction/notes2.pdf
They will complete this Graphic Organizer while reading, and will write down the title and author, vocabulary words, things they already know about earthquakes, facts they learned, and 2 questions they still have about earthquakes.

Fluency and phrasing

Read grade-level text orally with accuracy, appropriate rate, and an expression on successive readings.

I will ask the children to look at the poster displayed in the classroom, and do a self-check of their fluency by asking themselves these 4 Questions: Accuracy (I Read the Words Correctly); Rate (I read Not too fast and Not too slow); Expression (I read with feeling and I didn't sound like a robot); and Punctuation (I follow most or all of the punctuation marks as I read the text).
http://www.ayearofmanyfirsts.com/2012/03/fluency-checklist-for-students/

Word decoding

CCSS.ELA-LITERACY.RF.2.3.D
Decode words with common prefixes and suffixes.

We will go through a prefix and suffix anchor chart to decode the common prefixes and suffixes found in the book together as a group.

(https://www.pinterest.com/pin/530228556103015682/)

After Reading (describe how you will teach/re-enforce these skills within the text you’ve selected)

Today, we found out a lot about earthquakes, now I will ask you a few questions to see if you comprehended the text such as the following: Can anyone tell me one example of a major earthquake from the book? Where do 4 out of the 5 world's earthquakes take place? What were the most violent earthquakes ever recorded? What are the instruments that scientists use to measure earthquake shocks? How can scientist measure the slightest movements of earthquakes?
Did you find any vocabulary words in the text?
Review students knowledge of consonant blends as well as vocabulary words.
Have the students complete a KWL Chart along with me on an anchor chart.
In the first writing activity the students will be asked to pretend to be the teacher, and write four questions about the book we just read and then write answers to each question, and present to their group their questions/answers afterward. (http://www.thecurriculumcorner.com/wp-content/pdf/nonfiction/betheteacher.pdf)
Then they will do another graphic organizer an Event Map that they describe the book and the events that occurred in the book. https://www.teachervision.com/tv/printables/EventMap.pdf
Give the students 5-10 minutes to complete the Event Map without the informational text.
Students will share both graphic organizers in their groups.

Writing Activity (Select a focus from the example below)

Students will write a journal entry on earthquakes using their event map they completed after reading to identify one event that occurred in the book and write one paragraph about the event giving several details.

Supplies:

Tuesday, February 16, 2016