Student Marcus Morris Tutor: Thomas Zoeckler

Date: 3/26/14 Lesson # 2

Common Core State Standard: CCSS.ELA-Literacy.RF.4.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. I can learning target (related to your goal for the reader and the Common Core): I will be able to read with accuracy, at an appropriate rate, and use expression. Text complexity: 24 Lesson Component Description of Planned Activities Time Outcomes and Comments (The reader and you)

Warm-up and reading for fluency Text introduction and reading

Text and level:

Text and level: Exploring Freshwater Habitats Level 24

Preview/text feature walk Record predictions

Remind to think

Prior knowledge: Can you think of any animals that live in marshes? Preview: Today we will look at animals

about questions to ask andto lookfor a word(s) to clarify during reading

that live around and in the marshes and the food chain of that habitat. We look at the pictures and headings for information we might learn in this text Predict: Before reading we need to make predictions. We will use the fab four chart to post the prediction. Use text or pictures to predict what will happen. Set a purpose for reading: While you read i want you to keep in mind your prediction to see if it is answered in the text. Be prepared to come up with a question as well and I will ask you to clarify a word as well. Point to these on the chart.

He predicted that we would read about animals that live in marshes and the food chain of a marsh.

After reading discussion

Clarify: On page 7

He clarified 3 words;

Strategy use highlighted Verify predictions Reader talks about how he/she clarified a word (or an idea) Write a question Reflect on the helpfulness of the strategies

i saw a word: wetlands. I wasn't familiar with this word, so i used clues in the text to figure out what it was. The text said that, " Marshes are wetlands where grasses or sedges grow. o That makes me think that wetlands are a place where a lot of thick grasses grow. o Check to see if word is in the glossary. o Now have student clarify. are there any words that you didn't understand? have them use text clues and pictures to find meaning and then see if they can find it in the back of the book Question: Your questions should be related to what

slosh, mosquito, and breathe. He understood mosquito and breathe once he went back and broke them down. slosh he connected with slush and made meaning with what slush means. "Walking through wet stuff"

What does an apple snail eat? he guessed because they were small they eat the algae and not other animals

you just read in the text. If I were to ask a question( point to question on fab four chart) I would ask something like, "Is saw grass dangerous?" Where would i locate this in the text. Now I want you to ask a question and then show me where you would answer it. Retell: Tell me everything you remember about this section of the book in as much detail as you can. Summarize: Look at the summarize section of the fab four chart. Lets point out some of the main ideas of this section. Guide student to create a summary statement that includes the main ideas. If somebody read this would they have a good

His summary was done quickly because he wanted to leave to the assembly. His summary was effective though saying we learned about the animals in marshes and the food chain.

understanding of what they were going to read in this text? What helped you as a reader today?