Reading Instructional Strategies (Dr. Manahil Only)

/in /by

 GCU College of Education

LESSON PLAN TEMPLATE

 

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Section 1: Lesson Preparation

Teacher Candidate Name:

 

 

  
Grade Level:

 

 Kindergarten
Date:

 

 2/27/2020
Unit/Subject:

 

 Reading, Early Literacy, WH Questions
Instructional Plan Title: The Three Little Pigs – 5 W’s+ 1H Reading Comprehension
Lesson Summary and Focus: The lesson will focus on students being able to generate their own questions and answers about details in a text to better understand the story which will aid comprehension. The learning target is to have students ask and answer questions using “wh format”. The story in the lesson will be the Three Little Pigs.
Classroom and Student Factors/Grouping: In the kindergarten class there are a total of 30 students. 7 students are classified as one year below reading level, 15 students are at grade level and 7 students are above grade level.
National/State Learning Standards: RL.K.1. With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how).

RL.K.2. With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how).

 
Specific Learning Target(s)/Objectives: Students will be able to develop and express questions about a written text. Students will work on improving their listening, speaking writing, and speaking skills to focus on hearing key details to answer and ask “wh” questions.

 

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Academic Language The 5 W’s & How

Who

What

Where

When

Why

How

 

 

 

 

 

 
Resources, Materials, Equipment, and Technology: The Three Little Pig Book

Smart Board

WH questions

Microphone

 

 

Section 2: Instructional Planning

Anticipatory Set

Students will go to the reading rug and see pictures (visuals) of the story on the display board and must brainstorm with a friend about what they think happens in The Three Little Pigs by questioning and trying to answer Who, What, Where, When,Why & How. Groups will go one by one and say what they think happens using “wh” format and make predictions using visuals in what they think is going to happened. After groups go up and predict the story the instructor will read the story to provide students with accurate description of the story and answers.

 

 Time Needed

 

20 minutes
Multiple Means of Representation

Presenting visual, auditory, graphic verbal formats of the story Three Little Pigs

Ex:

Video E Book of Three Little Pigs with visuals and auditory going over story and wh activity with assistance (visuals)

Game format of story + wh questions and answers on Ipad (technology)

Writing, Reading, drawing key components of the story such as Three Piggys losing their home of the wolf etc. (hands on activity)

Completing story sequence boards with a partner and reflecting on “wh” format (cooperative)

Dress and play like you were in Three Little Pig Story and interview one another using microphones asking questions such as How did your house come down? When did you see the wolf approach your house? etc.

 

 

 

 

 

 Time Needed

15 minutes
Multiple Means of Engagement

 

Visuals

Auditory

Whole Group Discussion

Cooperative Learning

Technology

Role-playing

 Time Needed

30 minutes
Multiple Means of Expression

Students will show that they have completed the standards by answering questions in the “wh” format in groups through interviews as if they were in the three little pig answering following questions and going to the front to share their side of the story which discusses key details and retells the story. Students will also complete a WH sheet answering questions of the Three Little Pigs.

 

RL.K.1. With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how).

RL.K.2. With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how).

 

 

 Time Needed

45 mins
   
Extension Activity and/or Homework

Asking WH questions and responding to others is an essential conversational / social skill. Responding to others shows you were paying attention and care what they say. Students are to go home and interview a family member using wh question format and return back interview for a grade for homework

 Time Needed

 

Reflection:

In 500 words, explain how providing various forms of assessments and instruction of reading comprehension, can help and guide students who struggle with reading comprehension. What strategies would you implement in order to construct meaning from print material and monitor their comprehension?

Support your reflection with a minimum of two scholarly resources.

Submit your lesson plan and reflection as one deliverable.

 

 

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