developing literacy lesson plans edc424 dr. julie coiro
TRANSCRIPT
Developing Literacy Lesson Plans
EDC424
Dr. Julie Coiro
Today’s Objectives
1. Review key elements for your literacy photo journal2. Examine components of literacy lesson plan in relation to The Reading Process outlined in Tompkins Chapter 23. See an example of a literacy lesson plan4. If time, try designing a word sort activity
Reading Instruction
Successful readers use five essential skill sets: – Phonemic Awareness and Phonics; Automatic Word
Identification; Fluency; Vocabulary; and Comprehension
Effective reading instruction gradually releases responsibility from teacher modeling to student independence– Modeled reading (teacher does all work to explicitly model)– Shared reading (teacher does most work but students tiny
pieces)– Interactive reading (teacher and students do together) – Guided reading (student does most work and teacher guides
with prompts and scaffolds – think queries and follow-ups) – Independent reading (student does all work)
The Reading Process
Effective reading instruction involves students in activities that TEACH, PRACTICE, and APPLY these skill sets. – Stage 1: Pre-reading – prepare readers – Stage 2: During reading - reading, thinking, discussing – Stage 3: Responding - writing, discussing– Stage 4: Exploring – focus on words/teach mini-lessons– Stage 5: Applying – extend & reflect
These will be the main parts of your lesson plan.
Pre-Reading Instruction
Activates background knowledge – introduce new words or experiences they might
encounter and connects with their knowledge
Sets an explicit purpose (teacher or student)– Motivates and helps students monitor their
understanding in relation to goals
Sets a plan for reading – Depends on structure (fiction or nonfiction) &
purpose (e.g. preview, anticipate, predict)
During Reading Instruction
Shared reading: Read-aloud appropriate for interest, but too hard for decoding
Interactive read-aloud: Read-aloud with developmentally appropriate texts as students actively participate
Guided reading: Work with small group at same level – students can read books with 90-94% accuracy = instructional level – new or revisit texts – every child has a copy of the book
Buddy reading: Read or reread with scaffolding from their peers – need instruction on how this works
Independent reading: Read silently at own pace
Responding
Writing in reading logs or learning logs (revisiting, reflecting, elaborating, drawing)
Participating in discussions – grand conversations – Share personal responses, ask questions
Exploring
Reread the selection (with partners or independently) to focus on big ideas, reflect on story elements (characters, problem/solution, plot sequence or theme)
Teach mini-lessons (connecting concepts, visualizing, reflecting, etc)
Focus on Words and Sentences (WORD STUDY!)
Applying
Extend, reflect, and apply in open-ended projects, reader’s theatre, internet activities, drawing, adapt text in their own version, etc., etc.,– center, partner, small group activities
For your lesson, this will be applying the Word Study Activity
Your Lesson Plan
Pre-Reading: activate PK and set purpose & plan
During (Guided reading): Work with small group at same instructional level –every child has copy of book and reads themselves (links to open ended questions, vocab, & discussion)
Responding: Writing in reading logs or learning logs (revisiting, reflecting, elaborating, drawing, graphic organizer)
Exploring & Applying: Word Study Instruction and Practice
Engaging All Readers: differentiating instruction with scaffolding to achieve the same learning objectives (given X, child will be able to do the same thing)
Evaluation: (part of each stage – as we’ve been learning – match up to stated learning objectives)
LET’S SEE HOW IT PLAYS OUT IN IRA SLEEPS OVER AND SPIDER, SPIDER
The Reading Process
– Your lesson plan activities…– Pre-reading: prepare readers – Activity 1– During reading: engage with text (Activity 2 with teacher;
Activity 3 with peer partners)– Responding: writing, discussing - Activity 6– Exploring: focus on words/teach mini-lessons- Activity 4– Applying: extend & reflect - Activity 5
Refer to the visual organizer to see how it all fits together.
Lesson Plan Book Choices
Locate a book in the library
Link to developmentally appropriate word study (Which words? Which phonics/spelling lesson?)
Selecting grade levels??
Lesson Plan Thinking Sheet
Lesson Plan Thinking Sheet
HOMEWORK• Wed-Thursday:
• Read Beck & McKeown: Text Talk Article (Storybook Reading and Discussion)
• Read WTW, Chapter 6 (Within Word Patterns – the phonics patterns from last week)
• Finish Photo Journal Descriptions• Friday-Monday:
• Fluency: Read Griffith and Rasinski: A focus on fluency and Reader’s Theatre
• Work on Photo Journal Reflection • Nov. 1 (Spelling Inventory Due – p. 319)
Small Steps to the Lesson Plan
Nov. 8: Word Study Demonstration Due (practice and get feedback from peers and Thinking Sheet Due for Class Check (add to syllabus; meet with me if want) – can include Text Talk portion if you’d like for early feedback
Nov. 22: Lesson Plan Due
Nov. 29: Outline for Literacy Center Due
Dec. 6: Literacy Center Due