ED 215R LESSON PLAN

RATIONALE FOR THE LESSON: (Why are you teaching this lesson now to these children?
How does this lesson fit/connect with what they have been learning about being a good
reader/writer and what they will learn in the future?)
The students reading range in this classroom ranges from emergent readers to
transitional readers. The children have been working on strategies that readers use in order to be
really good readers. Some of those strategies include retelling, self to text connections, and a few
strategies that they can use to figure out an unfamiliar word. They have used stretchy the snake,
which helps them slow down saying the word, they use the pictures to help them figure out the
word, and they try to find smaller words that they already know in the word to help them figure it
out. In my lesson the student will be working on rereading when they come to a word that they
dont know, or when something doesnt sound right, look right, or make sense. They are
rereading so that the book and text makes sense, looks right, and sounds right. This way they can
better understand the book/story. This lesson will add to the strategies that the students can use to
be better readers. The children have worked on rereading before, so this is not new material
being learned.
OUTCOMES/GOALS:
For the Student: What Common Core State Standards for English/Language Arts (CCSS-E/LA)
will you be teaching to? (Based on learning needs identified through assessments, the CCSSE/LA, and the school/district curriculum.)
RL.1.1 Key Ideas and Details. Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
RF.1.4 Fluency. Read with sufficient accuracy and fluency to support comprehension.
For the Teacher: What WI Teaching Standard(s) will you be working towards in this lesson?
(Your goal)
Standard 4: the teacher values the development of students critical thinking, independent
problem-solving, and performance capabilities. I picked this standard because the students are
going to be thinking about what they are reading and seeing if it makes sense. If not, the students
need to use their reading strategies that they have already learned to figure out the unknown
word. Then they need to reread the sentence so that it makes sense and they will be able to
comprehend the meaning of the text.
LEARNING OBJECTIVE: What specific learning target do you have for this lesson? (The
students will be able toin order to)
The students will be able to know when to stop and reread when they come to a word that
doesnt sound right, look right, or make sense in order to figure out the correct word to fully
comprehend the text/story.
ASSESSMENT: How/when will you collect evidence to see if students have met the learning
objective?
I will have the students do a turn and talk when I am done with my interactive read aloud.
I will ask the students to turn and talk with their partners about what they noticed/saw me doing
as I reread the parts that didnt look right, sound right, or make sense. This is when I will be
checking to see if the students are talking about the strategies I use when I reread and the thinking
that I have been doing as I reread. Another assessment that I will do, is I will walk around to
students as they read and I will make anecdotal note on a chart that I will have with me. I will
write down how the child does the rereading. . I will see if the students are asking themselves if
the word sounds right, looks right, and makes sense. If they answer yes to these questions when
they ask themselves, then they will know the word is correct. If they say no to one of them, then
I will check to see that they stop and figure out what the word it and then reread to make sure the
word sounds right, looks right, and makes sense.

Rereading- Anecdotal notes

Child:

Anecdotal notes: How are

they figuring out that they
need to reread? Does it
sound right, look right, and
make sense? Are they asking
themselves these questions?

What strategies do they use

to figure out the words?

STRATGIES FOR STUDENTS OF VARYING ABILITIES: (Based on specific learner needs

identified) What do you plan to do to address the variety of literacy and learning needs of the
children in the class?
All of the students are at a different stage of reading, so I will have the students read from
their just right books so that all of the student s are able to read and practice rereading. If there is
a student that is not fully understanding, then I will redemonstrated the lesson to him/her. I will
do this so that the child gets another opportunity to see what I am doing as I reread, and what
questions I ask myself when I reread to make sure the word that I am saying is correct. This will
help him/her in understanding how they need to use the skill too.
MATERIALS: (List all materials you will need to teach this lesson.)
-The students book boxes with their just right books.
-My assessment chart to make anecdotal notes.
-Book called Leo the Late Bloomer
TOTAL TIME NEEDED: (Should be 10-15 minutes for demonstration or
demonstration/participation.
Include approximate time for each procedural area.)
2 min. for the intro.
8 min for the demonstration-reading the book and think aloud.
2 min for the students to turn and talk and examples
45 min for the practice/performance-students will be going to their daily five stations as well.
PROCEDURES: (Explain in detail.)
_____Introduction:
Last week when I was here, you were all working on rereading the sentence when
something didnt sound right, look right, or make sense. This is a strategy that all good readers
use to make sure that they are reading the correct words so that they can understand the story.
Today, I am going to show you what rereading looks like again. Rereading is very important to
do that that we know what the author is really telling us in the story. If we read the words wrong
in a story, then we arent going to understand what is really happening in the story.
_____Demonstration:
Right now, I am going to read this book to you. It is called, Leo the Late Bloomer by
Robert Kraus, and it is a story about this tiger that isnt able to do some of the things that his
friends are doing and this makes his dad very worried about him. In the end, Leo is able to do all
of these wonderful things that his friends were doing too. As Im reading I want you to think
about the questions Im asking myself as I reread when I come to a word I dont know. You will
be talking with your turn and talk partners about it when Im done reading. Okay, now make sure
that your being good listeners. I know you all will want to help me figure out the words, but I
want you guys just to be listening as I read! This is really important that your just listening,
because as Im reading I want you to think about the questions Im asking myself as I reread
when I come to a word I dont know. You will be talking with your turn and talk partners about it
when Im done reading.
I will read the book and stop at my first post it note. He couldnt wrrrr, hmmmm Im
not sure what this word is. Im going to use stretchy snake to help me figure out the word. Wr
wri write. He couldnt write. And that would make sense because all of the animals on this page
are writing. Write sounds right and it looks right. Yes, write must be the word because it sounds
right, looks right, and makes sense! Im going to go back and read it again. He couldnt write.
The next time I stop will be at the word watched. I will say waited. Every day Leos
father waited him for signs of blooming. Hmmm that sounds funny. Every day Leos father
waited him for signs of blooming? Waited, that doesnt sound right and it doesnt look right. Im
going to use the picture to help me figure out the word. Well, I can see that Leos dad is hiding
behind the trees right here. It looks like he is watching what Leo is doing. Hmmm Every day
Leos father wat watched.watched? that looks right w aaa tt ch ed and it sounds right. Does it

make sense? Every day Leos father watched him for signs of blooming. Yea, that makes sense
because in the picture Leos father is hiding behind the bushes watching Leo. So now I know
watched looks right, sounds right, and makes sense. The word must be watched. Every day Leos
father watched him for signs of blooming.
The last time I will stop will be at the word wasnt. I will say want instead. And it want
just a word. That doesnt make sense. And it want just a word. Want? That cant be right. Well
I know that this word has the word was in it and n makes a nnnn sound and t makes a ttttt sound.
Wasn wasnt. Ill try wasnt. And it wasnt just a word. That makes sense, it looks right and it
sounds right. Wasnt must be the right word. And it wasnt just a word.
_____Participation: (include possible questions to encourage higher level thinking)
At the end of the demonstration, the children will do a turn and talk with their turn and
talk partners about what kinds of questions I asked myself as I reread to make sure I am reading
the correct words. I will have them do this to get them thinking on their own about what kind of
thinking they need to do when they come to a word they dont know as they are reading. Then
when they finish talking with their partners, I will share a couple good examples that I heard
partners talking about. And I will go over the three questions that they need to ask themselves
when they figure out the word that is correct. Does it sound right? Does it look right? Does it
make sense. If I say yes to all of these questions, then I know I have the correct word and I can
reread the sentence and keep reading.
_____Practice:
The students will go off and go to their daily five stations. When they are at read to self
or read to someone, I will have them practice rereading whenever they get stuck on a word that
they dont know. I want to see them using the strategies that they already know to figure out the
words. I want to see them asking themselves, does it sound right, does it look right, and does it
make sense. If they read the book with out any errors, I will ask them to try and remember a time
when they read a book and couldnt figure out a word. I will have them get that book out and
show me what they did to figure out the word and see if they reread.
_____Performance
When the students are at read to self, I will have the students read their book to me.
When they get stuck on a word, they will figure out the word and then reread the sentence. They
will check to make sure that the word sound right, looks right, and makes sense.
_____Closure/Recap (include restatement of lesson objective)
Before they go to practice, I will remind them why rereading is important. I will tell
them that rereading is important so that we know exactly what the story says so that we can
understand/comprehend what is happening in the story.
NOTE: If there is an aide/assistant in the classroom, describe how you will utilize her/his
services.