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Unit 5 Mastery
Unit 5 Mastery
Objectives:
Students will be able to demonstrate understanding of the main points of a text.
Students will be able to relate key ideas to a reasonable conclusion before finishing a book.
State Standards:
Standard 5: Determine meaning and develop logical interpretations by making predictions,
inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating
multiple interpretations.
5.1 Ask and answer who, what, when, where, why, and how questions to demonstrate
understanding of a text; use key details to make inferences and draw conclusions in texts
heard or read.
Context:
This is a first grade English Language Arts lesson that focuses on the basics of comprehending a
text. I am teaching this lesson because it is important for the students to not only be able to
decipher words in a text, but to understand what is happening within the text too. Before this
standard, the students learned how to read with accuracy and fluency to support comprehension.
This means that the students will be coming into this lesson with the ability to read a text at an
appropriate rate and use context clues to figure out meanings to unknown words. This is
important knowledge to bring into this lesson because if the student cannot read fluently and
accurately, they will struggle to comprehend what the text is about. After this lesson, the students
will learn how to summarize key details to support analysis. To prepare the students for this, I
will be teaching them the basis of comprehension. I will be teaching the students how to assess
simple questions about a text and how to use the answers to those questions to draw conclusions.
This way, after the lesson students can further their comprehension by thoroughly analyzing the
key ideas.
Data:
The students will be split into 3 groups. These groups will consist of a high, middle, and low
group. These groups will be based on a formative assessment that the students completed during
class the day before. The formative assessment focused on the understanding of Standard 4:
reading with sufficient accuracy and fluency to support comprehension. This assessment
involved me going around and asking each student to read me 3 lines from a selected text. I
created the groups based on each student's fluency and accuracy. After this lesson, the students
will independently complete a worksheet that assesses what they learned.
Materials:
Part of lesson Material used Link
Introduction Smart Board, Youtube, white https://youtu.be/0Bz4-
board, whiteboard markers 1YKI1M
https://www.ixl.com/ela/
grade-1/what-am-i
Procedures:
Introduction (15 minutes):
At 9 a.m., during our English Language Arts time, this lesson will begin. I will ask the students
to come to the carpet in front of the Smart Board and to sit in their assigned block. I will call the
students to the carpet by tables so not everyone is walking there at once. To begin this lesson, I
will explain the importance of comprehending a story. I will introduce comprehension by saying
it is when you read a story and understand what happened during it. I will say that
comprehension is the most important part about reading a story, and without it you will not
understand what is going on. In order to comprehend, or understand, a story, you need to be able
to remember what is going on in the text as you read. To know if you are comprehending stories
properly, you can ask yourself questions after finishing a story. You can ask yourself who the
story was about, when are where did the story take place, what happened in the story, how did
the story end, and why did the events in the story happen. If you are able to answer these
important questions after reading something, then congratulations, you are on the path to
comprehension! After explaining the basics to the students, I will inform them that I am going to
show them a fun video that will help them remember these questions. I will play this video on
the Smart Board. The video is titled “6 Questions | Fun Reading & Writing Comprehension
Strategy For Kids” and is approximately 3 minutes long. After playing the video, I will solidify
the information learned by asking who could tell me 1 of the 6 questions we are supposed to
answer after reading a story. I will choose students based on them raising their hands quietly.
After that, I will explain to the students that they will be split into 3 groups during todays lesson.
I will tell them that the groups will be rotating from being with me (teacher), working in a group,
and working independently. I will then direct their attention to the board where I have written the
names of everyone under their assigned group. I will thoroughly explain what the students will
be doing at each station and inform the groups where they will be starting.
RoomRecess:
I chose this piece of multimedia because it provides online short stories for respective grades.
This piece of multimedia allows each student to have the text in front of them from their device
rather than me reading a hardcover book where they can’t directly follow along. It supports my
standards and objectives by facilitating the information in them. Without the texts, the students
would not be able to practice comprehension, therefore not following the standards and
objectives. I know these texts are high quality because I personally read both stories the students
will be reading and they are both good comprehension stories. Using the LORI dimensions, this
website scores mostly in the 2’s. I especially like how the words are interactive, so if a student
taps on a word, it will tell the student its definition. RoomRecess also has audio versions for all
of their books to differentiate instruction in case a visually impaired/blind student would like to
hear the story.
IXL Learning:
I chose this piece of multimedia because I saw that it provided a variety of game-based activities
that align with my goals and objectives. The first game I am having the students play aligns with
the making inferences and drawing conclusions part of the standard by having students choose
what they think is going to happen next based on a picture. The second game I am having the
students play aligns with the who, what, when, where, why, and how questions to demonstrate
understanding of a text part of the standard by having students use the informational phrases to
decide what is talking to them. I know it is high-quality because I have heard other teachers talk
about how great the website is. It gives tons of feedback to the learner and tracks how many
questions they answered, their time, and their score. It scores high in most of the LORI
dimensions, but I think its interaction usability could use a little improvement. It is slightly
confusing making your way through the website. This multimedia differentiates instruction for
all learners by giving a fun alternative to learning rather than just lecture material. Students who
get distracted easily or have trouble paying attention will benefit from these games.