Professional Documents
Culture Documents
Teacher Candidate
Date/Time of Scheduled
Visit
Name/Address of School
Age/Grade level
Cooperating Teacher
Iseult Harvey
10/15/2016
Name of Lesson
Content
area(s)/developmental
domain(s) addressed
Readers use illustrations on the cover of informational books to help them read
What concepts or developmental skills will this lesson address?
Rationale
Timeframe
PS20 Brooklyn
1st Grade
Classroom Number
This lesson is part of bend 1 described by TCRWP as Getting started reading informational
books. It will be the third lesson in this unit, and builds on a strategy already used by
children in unit 1: getting help from illustrations in reading.
It does not focus on a particular milestone, but rather helps children develop
strategies in their reading, particularly in reading informational books
Students will watch the teacher demonstrate getting help from illustrations and
the cover to read an informational book, then participate in reading, then
practice on their own and with a partner. Volunteers will then share
A new concept/activity
Why is there a need for this lesson?
The objectives of this lesson help students get familiarized with informational
books, and help them develop an understanding that informational books have a
theme that will be stated on the cover. It will help them practice prediction skills.
45 minutes:
8-15 minutes as a whole group
20 minutes independent reading or 20 minutes guided reading with a small
group
10 minutes with a partner
Children will be able to demonstrate that they can use clues on the cover and in
illustrations to help them in their reading. They will also show that they can infer
as to what an informational book will be about, and predict what facts they will
learn in this book.
Connections to
standards
Language Objectives
Resources/materials
needed:
Overhead projector
Informational books of intermediary level
Set of books for the small group guided reading (depending on the level of the
children targeted)
Informational books for reading levels A to L to be read individually and with a
partner
Posters in the classroom with reading strategies
Individual illustrated phoneme charts for struggling readers + charts as posters.
Wall word walls
Use of the overhead projector to make sure all children can see the book
Part 1: MINI LESSON (8-15 minutes) WHOLE GROUP, on the rug, students raise
their hands to participate
Today, we are going to learn how we can get help reading an informational book
just by looking at the cover. We can already ask ourselves many questions and
try to guess many things! It is very useful to learn even more and read more
easily.
First, I am going to look at illustrations, just like in our story books. Then I will
read the title. Do the title and the illustration fit together?
So, I am looking at the illustration on this cover, and I see a monkey. If there is a monkey on
this illustration, then I guess this book is about monkeys! Lets read the title to be sure. Is the
title monkeys ? Yes, it is! I cannot wait to read it, I love monkeys!!!What could I learn about
monkeys in this book? Maybe I will learn where they live? What they eat? Maybe to
recognize several types of monkeys? Or maybe the name of their babies? I really cannot wait,
I am going to open my book. On the first page, I see a monkey eating a banana. I read:
monkeys eat bananas. It answers my question about what they eat!
4. Active Engagement / Guided Practice (use of sheltered language all along: mimes, slow, use
of known structures and words)
Lets look at this book. What do we see on the cover? (lets say it is dolphins)
So, what do you think it is about? (dolphins)
Lets see what the title is. Lets all read the first letter together. DDDDD
Does it start with the same letter as dolphins? Yes, interesting. Lets all take a minute to read
the rest of this word. Who wants to share what they think the title is? (Dolphins)
Now, lets try to think about what it could be about. What questions do you think it will
answer?
Turn to your partner (one francophone, one Anglophone) and talk about questions that this
book might answer.
30 seconds to 1 minute turn and talk.
Now who wants to share their questions? 3 or 4 students share.
We read together the 3 or 4 pages to check.
5. Link / Closure
Now, you are going to read informational books on your own, and remember to look at the
cover and ask what you might learn about this subject before opening it. Who has questions?
Go get your book baggies and go to your reading spot.
(I name 4 children), come on the rug with me.
Pre-assessment
The teacher will ask
students to remember
what the previous lesson
was about
Assessment of Student
Learning
Children will be assessed
through questions asked by
the teacher during the mini
lesson. The teacher will
start with DOK level
1questions to assess
language learners, then
move to level 2 and maybe
3 as a way to assess the
other children. During the
guided reading in a small
group, the teacher will
Assessment of
Childrens Language
Learning
This assessment will be
ongoing in the
following weeks as this
lesson is only lesson 3
of a larger unit that is
also reinforced in
science and during
writing workshop.
Throughout the
following weeks, the
teacher will analyze
Supporting children
with identified delays
or disabilities
use of higher level
questions for children
above level
guided reading with a
small groups for students
identified as needing
extra support
use of books about
animals that have been
encountered in a previous
lesson to help both
students with learning
delays and Language
Learners
Follow up/Extension
activities
Observer feedback on the lesson plan, including commendations and recommendations for improving aspects
of the learning activity