Kaitlyn Rokita ELD 307 Third Lesson Plan Mr.

Wolf Tries Again by Sarah Prince Grade Level: First CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. Objective: Students will demonstrate reading with fluency and accurately answer comprehension questions. Materials: Mr. Wolf Tries Again by Sarah Prince Magnetic Letters Guided Reading notebook Pencil

Procedure: Introduction: Announce for the first part of todays lesson, I will gather my guided reading group of four to six students, who instructionally reads at a Level F. I will remind them that we have been learning different word families. I will have magnets with the ash ending and the ump ending. The students in the group and I will review how to pronounce the end sounds and then add other magnets to make complete words to the ending such (i.e. crash, dash, flash, smash, bump, dump, lump, stump). I will then explain how these words are sound words and review a few of the sounds from the words made on the magnetic board. Next I will distribute the books to the group of students and tell my students that Mr. Wolf is a wolf that wants to catch the three little pigs and needs to break in the house to do so. I will then tell them that we are going learn other ways Mr. Wolf tries to break into the house. Body: Have the students in the group take turns reading one page aloud to the group until the story is over. (As the teacher, I will check for fluency in reading, which includes: expression, rate, and accuracy.) Closure: After the story is over I will hold a discussion with my guided reading group to ask comprehension questions. I will ask: Why could the wolf not catch the three little pigs, What does the wolf plan to do next, Are the pigs lucky or smart and why, and What do the sound words in the pictures tell you and how might the story change if it was told by one of the pigs. I will then send students back to their seats to answer if they would like to read the next book in the series and why.

Assessment: During the reading, I will take anecdotal notes of each students fluency. During the discussion of answering comprehension questions, I will take notes on how accurate the student answers were. Management and Transitions: In the beginning of the lesson I will tell my students to find their reading boxes and independently read their books. I will call my students in the guided reading group over to the guided reading table. Differentiation: *This group has been created based on similar DRA scores. All students are placed into groups with members based on how well they can read and comprehend stories from DRA scores.