SUNY Teacher Name: Dr. Affinito Practicum Student Name: M SUNY Student Name: Brittney DiBacco Lesson Number: #4 Time: One hour and ten minutes Date: 10/24

Overall Instructional Goals:

Word Study Goal: M will learn how to find meaning of vocabulary words and to understand meanings of vocabulary to help him understand the text.

Reading Goal: M will monitor his understanding while reading by using different comprehension strategies.

Writing Goal: M will learn to use various details to support and structure his writing.

Lesson Activities:

Reading:

We are continuing to build M’s comprehension strategies. As well as learn how to use various strategies together to build comprehension and enjoyment of reading. M becomes overwhelmed when there are not a lot of pictures in the book, thus I chose a chapter book that we will read over a few sessions. I chose a baseball chapter book because baseball interests M and will help in getting over there not being many pictures. Also using a chapter book will help M use these strategies for readings he will be doing more of. In this lesson we read only chapter one of Wild Pitch by Cal Ripken Jr.

• We will go over comprehension, visualization, questioning, and determining importance (details and main idea).

• Introduce making connections. o Text to text o Text to self o Text to world

• Before reading we are going to ask questions and make connections on the graphic organizers.

• M will read chapter one only. While reading we will make connections and write them in the graphic organizer. We will discuss our connections and how we connected with the book/what was happening.

• After reading we are going to write the main idea and details of chapter one. Draw what we were visualizing to make sure we continue to use this strategy. Then we will out if we

have any questions about the chapter, what will happen, or make predictions. We will discuss what we put on our sheet and why connecting it to the book and what we read.

• We will also fill out a story map to make sure we recall the information as we read this chapter book over different sessions.

I support M in having him use graphic organizers to remind him to use the different strategies he has learned and to organize what he read to have better understanding of what he read and what is happening in the book. We discuss our ideas and what we got from what we read to gain different perspectives and how to fine tune the strategies to help M comprehend. I also give him guiding prompts and support to use the strategy in the most effective way to gain more understanding.

The text used is Wild Pitch by Cal Ripken Jr. F&P level U. CCLS standards: CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

CCSS.ELA-Literacy.RF.5.4a Read grade-level text with purpose and understanding. M is building his comprehension by learning and using various comprehension strategies. This session and the previous sessions we have been focused on what Fountas and Pinnell call “thinking within the text and thinking beyond the text” (2012, p. 273). In these sessions I follow the guided reading framework and M is understanding how to “think within the text” by following plot events, get to know the characters, and gathering important information (p. 400). Now in this session we are still thinking of those aspects, however, we are moving more into “thinking beyond the text” by making predictions, beginning to understand theme/main idea the author is conveying, and making connections (text to text, text to self) (p. 401). When we are thinking about the text in different ways and using the strategies to comprehend we are also discussing what Fountas and Pinnell (2006) call “content of literacy analysis”, this consists of understanding/ looking at the characters, plot, setting, theme, and illustrations (if have). Thinking about these literacy content areas readers gain information and using these areas they begin thinking about the text in different ways (within and beyond) (p. 288-290). Also there is a lot of talk/discussion to help learn from each other’s thinking and helps me support and guide M to using the strategies in the way that will benefit his comprehension the most (Fountas and Pinnell, p. 287).

Word Work:

We will continue to work on M’s vocabulary meaning knowledge. M has good decoding skills, however, sometimes he does not take the time to figure out what the word means, thus weakening his comprehension of the story. M needs to build his meaning word knowledge. After reading the chapter we are going to create a Wild Pitch dictionary of words that may be

unfamiliar to M. He will write the words in his “dictionary” and we are going to figure out the word meaning by how the word is used in context. We will go back in the text, find the word, reread the paragraph or few sentences where the word is, and figure out the word meaning. We will discuss how we figured out the word and discuss how he could use this skill while reading to figure out unfamiliar word meaning.

The words from chapter one includes:

• Intimidating- frightened, scared (p.3) • Riveted- excited or very interested (p.4) • Innovative- new ways (p. 5) • Prestigious- high status, respected (p.6) • Menacingly- treat or trouble or dangerous (p.7)

I will support M by thinking aloud how we figure out what a word means by reading the words in the sentence and thinking what it would mean using the other words. We will practice and discuss and how we get the meaning. What meaning would make the most sense based on the context in which it is used. Talking and discussing word meaning in the book will help M learn how to use this skill while reading and increase comprehension.

Word work is an important aspect that supports both reading and writing. Within the word work portions of the sessions we having been increasing and building M’s word meaning. M has good decoding skills, however, he needs to learn to be aware of unfamiliar words and figure out their meaning. This is a part of “thinking within the text”, M needs to practice and build his word solving when reading. Word solving includes being aware of an unfamiliar word and solving the meaning of the word using the readers’ background/prior knowledge and the context in which the word was used (Fountas and Pinnell, 400). Writing:

M needs support in organizing his writing, including a main idea and details, having a beginning, middle, and end. In this session we discussed how your writing needs a beginning and what it is going to be about. We also discussed how we need to include details that connect to the idea in the paragraph or piece. For this session I decided to have him write a journal entry about the first chapter we read. That way he can reread the journal entry to remember what he read and what was happening.

I will support M by discussing and writing various ways to start a writing piece. I will remind him of the main idea and details and how the details need to connect to our ideas. After writing, we will read our journal entries and discuss our ideas, how we organized our ideas and why we wrote this to share or remember. Discussing and hearing others perspectives help learn different ways in which we can think about a book and writing. I explicitly explained my thinking and why I organized my writing in the way I did.

CCLS standards: CCSS.ELA-Literacy.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

CCSS.ELA-Literacy.W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

CCSS.ELA-Literacy.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Using graphic organizers while reading and after reading help M organize his ideas of what he read and organize what is happening in the book. When M takes the time to organize his ideas and think about what he read and what he is going to write about helps support his writing. Using the guided writing framework helps strengthen and build M’s writing skills. Guided writing is helping M in the ways Oczkus (2007) states are the benefits of using guided writing. Those include modeling shows M how to first think about his writing and then apply his thinking and ideas into the writing piece. The graphic organizers support and scaffold his thinking. We discuss our writing to gain immediate feedback as well as learn from each other’s thinking and writing (p. 4).

Materials:

• Comprehension strategy poster • Wild Pitch by Cal Ripken • Each chapter graphic organizer includes main idea and details, visualization, and

questioning (2) • Story map (1) • Making connections graphic organizer (2) • Chapter one vocabulary words • Loose leaf (vocabulary and journal entry) • Pencils

Lesson Reflection:

What did I learn about my learner today?

The results of the running record showed that half of his errors were because of meaning and syntax or visual. However, when he is trying to sound out a word in his head, he self corrects because of meaning. He knows that it does not make sense in the sentence. M has good self monitoring and self correcting. He understands when something does not sound correct and will go back to correct himself. M has good fluency and reads with more intonation. M’s fluency and

decoding skills are strong and fluently his instructional level would be higher than the level we are reading, however, his comprehension is at the U/V Fountas and Pinnell level.

The writing sample of the journal showed that M is taking more time with his writing. He included a good introduction/beginning. He included a good flow into the main idea or thesis of his piece. He had good details that supported his main idea of his piece. They flowed better than before, however, this still needs some work. He hits many different details from various points in the chapter and did not just focus on baseball facts, he included events that occurred in the story that relate to emotions or other people. M’s writing is becoming stronger, there are still more skills we need to cover and learn.

Using the different graphic organizers to practice the different comprehension strategies helps M in various ways. One way this helps is by showing M that he can use different strategies to comprehend what he is reading. This will help M get used to using the different strategies together to comprehend what he is reading. The organizers will also help M remember the information he read when reading a book for a long time. Using the organizers will help M practice using the strategies and gradually I will take the organizers/support away and he will use the strategies on his own.

How will the process and results of this lesson guide my teaching and planning?

We will continue to use the chapter book to practice our strategies and learn more of them. I will continue to use the graphic organizers to help support the strategies already taught for the next session or two and then I will take some of the graphic organizers away and have M use the strategies on his own. In the nest session we will continue to use graphic organizers to support M in using and learning the different comprehension strategies. We will continue to think within the text as well as continue to think beyond the text more. I will introduce inferring and we will be inferring things from the text. Some ideas might be characters’ motivations, feelings, and wants. Possibly as we continue reading we can infer how a character or characters change throughout the story (Fountas and Pinnell, p. 401).

For word work we will continue with solving the meaning of words in a text we are reading. However, I would like to include word work that will support and help M move into the derivational relations spelling stage. I will do a little bit of word work dealing with unaccented final syllables and harder suffixes. I will most likely practice these concepts in word sorts or a game. I will probably work on these two aspects of Late Syllables and Affixes spelling stage for the next two sessions or until I think we can move to some aspects of the derivational relations spelling stage (Bear). As for the writing part of my sessions I will continue to use graphic organizers to organize and brainstorm ideas that will support his writing. I will continue using the guided writing framework as discussed by Oczkus. After we finish reading Wild Pitch, I would like M to write a narrative, possibly using Wild Pitch as a mentor text. As Oczkus (2007) states “students often find writing a “story” a challenge” (p.115). I would like M to have practice with writing narratives. Also when writing narratives he will use many skills he need sot improve more such as organization, main idea (message) he wants to covey, having a beginning, middle, and end, creating a flow throughout the piece connecting ideas. Also we can discuss and go through the writing process: editing and revising.