‘Spring 2018: ROG 4313 — Content Reading and Assessment = re J rd Grade Lesson Number: 1 | Candidate: Adrianna Nickel Grade Level: Comprehension Strategy: Activate and Connect —Teac! Teaching Technique: Cloze Frame | Focus for Learning: Common Core State Standards (InTASC 4 & 7) CCSS.ELA-LITERACY.CCRA.R.10_ Read and comprehend complex literacy and informational texts independently and proficiently. | Instructional Objective (InTASC 4 & 7) | The student will activate prior knowledge to identify the article's title and what she thinks the article will be | about. She will be able to correctly fill n the pre reading questions. She will be able to provide at least six relative answers. | After the pre reading activities are completed and the article has been read she will be able to fill out the post reading questions with at least five questions correct. | Instructional Procedures (inTASC 1, 2, 3, 5, 6, 7&8) + Learning Target 1 can use prior knowledge to identify what | already know about the topic. + Formative Assessments Half way through the lesson we can stop and discuss prior knowledge. We can talk about how prior knowledge is helping her while she is reading. The answers she gives me will tell me whether or not she | | | | __ understands prior knowledge or if revisiting is necessary. | Assessing / Building Prior Knowledge The prior knowledge that is necessary to complete this activity is: what prior knowledge is, what a title is, | where the title is located and then how the title is connected to the article. | Modeling & Direct Instruction (NOTE: These two steps may be interchanged) * Direct Instruction To introduce the activity | will tell the student that we are going use prior knowledge to identify things she already knows about the reading. Then she will answer some questions and read an article. Next, | will show the student the worksheet we will be using and the article we will be reading. We will walk through the different pre-reading activities together and then we will read the article. Afterwards we will discuss what the article was about. With that discussion in mind | will have her complete the post reading questions. | + Modeling | With a different article, | can show her how to use prior knowledge. I can read the article title and the start making some predictions on what the article will be about. Next, | can format some questions that | think | the article may answer. REV, 01.22.19Guided Practice 1) 1 will present her with the learning target for the session. 2) We will discuss prior knowledge and how that can be used in reading in general and then with our specific topic. 3) She will complete the pre reading questions putting her prior knowledge to work. 4) She will read the article and we will continue to use and discuss prior knowledge. 5) After reading we will discuss the article and complete the post reading questions, 6) Finally we will discuss the answers on the post reading part of the worksheet. Closure To close the lesson we can discuss what was learned that day. We can look back at the cloze frame worksheet and talk about what she learned, If she doesn't say anything about prior knowledge then I can prompt her with a question like, “What did we leam about prior knowledge?" ‘Summative Assessment (Once she finishes reading the article she will be able to correctly fil out at least 5 post reading questions with relative information. Independent Practice (OPTIONAL) Lesson Timeline (Summary of Instruction) OPTIONAL 1) Present the leaming target. 2) Discuss terms: prior knowledge and titles. 3) Fill out pre reading questions. 4) Read article 5) Halfway through revisit prior knowledge. 6) Complete article and discuss it. 7) Complete the post reading questions. 8) Discuss what was learned (prior knowledge). Digital Tools, Resources, and Other Materials (InTASC 4 & 5) Pencils and the worksheet from the book (listed below). ‘Texts and Reader Information (InTASC 1, 2, 4, & 5) List of all texts used (in APA format). Also include Lexile Levels. Los Angeles Times. (2018). Retrieved on January 31, 2019 from, https:/inewsela.com/read/misty-copeland-nutcracker/id/47330/ Lexile Level: 570 ‘Shell Education. (2013). Successful Strategies for Reading in the Content Areas, 2nd Edition. Huntington | Beach, CA: Shell Educational Publishing, Inc. | Student's Le: Level: 525-625. Student's Fountas and Pinnell Level (per school testing): 0. ‘Student's Grade Level Reading: 4.5.