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Lesson Plan 4 Reading
Lesson Plan 4 Reading
Unit Lesson: This lesson is part of the Wonders ELD/ELA program in Language Arts. This lesson provides
students with real-life connections between words and their use. In addition, this lesson provides students to
focus on comprehension and foundational skills used for reading.
Previous lesson: Students Learn how to use a combination of drawing, dictating, and writing narrate of a
single event or several loosely linked events .
Next Lesson : Students will be actively engaged in group reading activities with pumps and understanding.
Students will be participating in an interactive read at loud with the teacher.
Language Demands:
Receptive: Students will be listening to the teacher during close reading discussion. Teacher will guide
students in asking question. Students will be listening to peers justify their reasoning.
Productive: Students will be sharing ideas with their partners by speaking. Students will be answering
information presented orally and writing by asking questions about key details and requesting clarification .
Students will be using academic language in context when explaining their ideas to their peers.
Vocabulary:
Predict
Play
has
VI. Materials
VII. Instruction
a. Engagement
Students are seated at the rug.
Prior Knowledge:
Essential question: What do good citizens do?
1. Teacher will have students collaborate with their partner and talk about ways to be a good citizen.
2. Teacher will call on students who have their hand raised. Students will share their responses.
3. Students will watch a video on “Good Citizens.”
4. Teacher will discuss the video with students.
Prior Knowledge:
5.Teacher – “ What spelling pattern are we learning about this week?” Who can give me a word with the
spelling pattern .
6. Students will respond – “We learned about e_i patterns . ex. A word with e_i pattern is bike.
7. Teacher will go over the phonics page in the big book before reading the story. Teacher will tell student to
look for i_e words in the story.
Engagement Scaffolding and Differentiation Strategies for Academic and
Literacy Development
Teacher will reinforce vocabulary by displaying the high- frequency words cards play, has, here, they.
Teacher will point to classroom objects
Teacher will use the high –frequency words in sentences .
Teacher will have students write a sentence using two high frequency words.
b. Instructional Sequence
Students will be choral reading with the teacher.
1. Teacher- “Let’s take a picture walk of the cover. What do you notice?
2. Students will be collaborating with their partners on what they notice on the cover.
3. Teacher will call on students with their hand raise. What did you notice?
4. Students will respond: Their riding their bikes, there are people having a picnic.
5. Teacher- Yes! Let us read the title together? Who can predict what the story will be about?
6. Students will respond.
7. Students will chorally read the story with the teacher.
8. Teacher will point to each word and help children sound out the decodable words and say sight
words.
9. Teacher will pause on specific pages to help student find text evidence to support their responses.
10. Teacher will pause to ask student question on i-e pattern words.
11. Students will blend out each i-e pattern word.
Instructional scaffolding and differentiating strategies for Academic and Literacy
Development
Teacher will reinforce vocabulary by displaying the high- frequency words cards play, has, here, they.
Teacher will point to classroom objects
Teacher will use the high –frequency words in sentences.
Teacher will have students write a sentence using two high frequency words.