Blended Learning Lesson Plan

Lesson Title: Reading Groups, 2nd Grade ELA

Objectives:

Students will be able to use this week's vocab words in sentences.

Students will be able to summarize what they read in collaborative book.

State Standards:

4.1 Read grade-level texts with purpose and understanding.

4.2 Read grade-level texts orally with accuracy, appropriate rate, expression, intonation, and phrasing on

successive readings.

5.2 Make predictions before and during reading; confirm or modify thinking.

Context: I am teaching this particular lesson because reading is an important skill that is developed at a

young age and by incorporating blending learning, it gives me (the teacher) a chance to work on it with

students in smaller groups. Before this lesson, students will have already voted on the book they would

like to read in their small group. This lesson is designed to be repeated once a week when new vocab

words are introduced. After this lesson, students will continue to read daily in their small groups and do

different vocabulary activities. At the end of the week all students will be given a vocabulary test on that

week's words. I am improving students' reading skills through practice and also enhancing their

vocabulary with new words. The lesson prepares students to be able to read harder books and understand

more words with context.

Data: Students will be grouped into three groups by reading level. There will be a small, medium, and

high group. This data will be taken from tests (such as spelling, vocab, comprehension, etc.) tests taken in

the classroom. I understand not all students are good test takers so if a group seems too easy for a
particular student, then we can examine how they would perform in a higher group. Future groups will be

based on newer tests taken as well as their individual performance that I have seen.

Materials: iReady, iPads, Quizlet, paper, pencil, reading group books, headphones

Procedures:

Introduction (5 minutes):

Students will listen as I divide them into groups. I will go through every station and explain what is

expected of them. The low group with start in the teacher directed small group at the front table with me.

For this station they will need their reading group book. The medium level will start in the collaborative

group in the middle of the room. They will need to grab a worksheet from the front whiteboard, clipboard,

and a pencil. The high group will start on the independent digital content on the set of classroom iPads

and will remain at their desks. I will let the students know when to switch and where they will go next.

Teacher Directed (15 minutes):

Each group (low, medium, and high) are assigned a book. Each reading group they are to popcorn read

(take turns reading a page within their group) until it is time to switch. Students should be paying

attention to the book and comprehending what is being read. The low group is reading We Are In a Book

by Mo Willems, the middle group is reading The Case of the Class Clown by James Preller, and the high

group is reading I Spy Fly Guy by Tedd Arnold.

Collaborative (15 minutes):

Students will all receive a worksheet with this week’s vocabulary words. The words will be in a word

bank and sentences with 1 blank in each. Students will work together to match the words to the correct

sentence. After being completed, students will turn in these worksheets to me, and I will check one paper

to ensure students got the right answer. After this is completed, students will spend the remaining time
using the Quizlet set that I created for this week. They can use any of the features as long as they are

practicing the words.

Independent Digital (15 minutes):

Students will use the program iReady and complete the assignment I have given them. Today's focus is on

adjectives (action words). I will be able to look at students' progress later in the day to gauge their level of

understanding/progress on assignment.

https://www.curriculumassociates.com/programs/i-ready-learning/personalized-instruction/reading

Closure (5 minutes):

Exit ticket: Notecards will be passed out and each student will be asked to make a prediction of what will

happen next in their small group book. Note: each group is reading a different book so their predictions

will differ, it needs to be realistic and fit their book. I will collect these notecards and know how well they

are comprehending/paying attention during this reading time.

Rationale:

(Multimedia 1= App or website):

I chose iReady because it is versatile for students, and they enjoy doing it. It supports student learning and

my standards/objectives because I can choose which topic I assign to students. I will choose the topic that

fits in with the standard we are currently learning. I know it is high-quality because it is very commonly

used by teachers, I have even been on and explored the website. After Evaluating the app with the LORI

criteria, it scored 98 out of 120 possible points. This differentiates for all learners because the questions

are catered to how the student is performing. Assistive technologies can be used such as text to audio.

(Multimedia 2= App, website, video, educational game, song, podcast, etc.): Why this piece of

multimedia? How does it support student learning and your standards and objectives? How do you know

it is of high-quality? Evaluate this multimedia against the LORI criteria in the 406: Evaluating
Multimedia module to support your rationale. How does this multimedia choice differentiate instruction

for all learners (consider differentiation and assistive technologies)?

My second multimedia is Quizlet. I chose this piece of multimedia because students will continue to use it

in their educational careers, and it is very beneficial. It supports the target standards and objectives

because it will increase students' vocabulary which will help them to read texts with understanding. I

know Quizlet is high-quality because I used Quizlet in college and there are so many different uses for it.

The multimedia scored 102 out of 120 on the LORI criteria. This platform offers text to audio as well as

text to speak for all learners. Students get to choose their differentiation by learning from games, quizzes,

or the flashcard feature.