Indiana Wesleyan University

Elementary Education Lesson Plan

CAEP 2018 K-6 Elementary Teacher Preparation Standards
Reading Lesson

Savannah Bakker

Teaching Date: November 12

Teacher: Mrs. Perkins
School: Converse Elementary
Grade: 1st

UNIT BIG IDEA

Small Pieces Create the Whole Puzzle

LESSON RATIONALE
First grade is a year of learning “the basics.” Learning these fundamental reading skills is important
because they impact the way we look at and interact with the text we read.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—
- Students will be able to read the given books during their guided reading group.
- Students will be able to show understanding of their given strategy (sequencing or
cause/effect).

B. Objective(s)—
- After sounding out difficult words as a group, students in each group will be able to
chorally read the book they are given.
- After the mini-lesson and choral reading, students will demonstrate understanding of their
strategies through (Group 1: discussion questions, Group 2: Sequencing activity and
discussion).
- After the mini-lesson and choral reading, students will be able to explain key details of
the story read.

C. Standard(s):

- 1.RF.5 Orally read grade-level appropriate or higher texts smoothly and accurately, with
expression that connotes comprehension at the independent level.
- 1.RL.1 With support, read and comprehend literature that is grade-level appropriate
- 1.RL.2.1 Ask and answer questions about main idea and key details in a text.
- 1.RL.2.2 Retell stories, fables, and fairy tales in sequence, including key details, and
demonstrate understanding of their central message or lesson.

II. Management Plan-

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 o Time:
- Anticipatory Set / Full-group: (3-5 Minutes)
- Guided Reading Groups: (15-20 Minutes)
- 90 Minute Literacy Block
o Space
- For the anticipatory set/full group explanation, students will be at their usual seats.
- During the guided reading groups, my group will be at the round table in the back of the
room.
- The groups that are not with me will be rotating through their usual centers (kidney table,
desks, etc).
o Materials
- Construction paper puzzle piece
- Shell Shopping by Alison Adams (Level E – 8 copies)
- Brer Rabbit Hears a Noise by Deana Kirk (Level I – 6 copies)
- Shell Shopping sequencing sort cards
- Brer Rabbit cause and effect “worksheet”
o Expectations
- I expect the students to be actively engaged and participating in my guided reading
groups. Students should be responsive during discussions and try their best on the
activities.
- Students who aren’t in my guided reading groups are expected to be working hard on
their activities and staying on-task.

III. Anticipatory Set

- “Everybody has 5 to get their iPads put away and show me you are ready to listen… 5…
4… 3… 2…”
- I will wait for all of the students to get in “learning mode” (face forward and sitting
quietly at their seats)
- “As you all can see, I have a puzzle piece in my hand *I will be up front showing them
the puzzle piece* and even though this is just one small piece of the puzzle, it is an
important part because it is what makes the whole puzzle come together.”
- “Just like in math we have the two parts that make a whole… without both of the small
parts, we wouldn’t be able to figure out what our whole is!”
- “Or just like in reading, we have some strategies that don’t always seem very important,
but without them, we wouldn’t be able to read as well or as fluently”
- “And just like in this classroom, the whole class would not be the same without each one
of you in it. Each of you is a piece that makes the whole puzzle”
- I will use a magnet to put the puzzle piece up on the board.
- Purpose Statement (Full-class): “We have been talking a lot about smaller parts or
smaller pieces making up the whole. This is important in all different subjects, because as
you learn, the small details play a role in many of the other activities you will do!”
- “I am going to hang this puzzle piece here as a reminder that the smallest pieces are still
important, so as you go through your different activities today, be on the look- out for
ways that you see the small things making a big difference in the end result.”

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 - After this we will transition the students into their rotations – I will explain that the
orange group is starting with me at the back table. The students know their rotation order,
and they will be going through the centers in pretty much the same routine as normal.

PLAN FOR INSTRUCTION

IV. Adaptation to Individual Differences and Diverse Learners—
- Two guided-reading groups: By having two smaller groups, I am able to have them
grouped with peers of similar reading strengths and abilities. Additionally, they will be
working on different strategies that the teacher and I felt would benefit the individuals
within the groups.
- Familiarity: The Thursday before I teach my lesson, I will be introducing the groups to
the books that they will be using. We might do a quick read-through/look for tricky
words. This will help the students be familiar with the books when the lesson day rolls
around, so we won’t have to spend a large portion of the 15 minutes going over the
words.
- Teacher/Aid: During the rotations, my cooperating teacher and the classroom aid will
also be working with small groups/pulling individual students. They will be available to
help/take questions from the students who aren’t working with me.
- Routine: By using the literacy rotation that students are familiar with, this reduces
potential problems and eases the different transitions.

V. Lesson Presentation (Input/Output)

Group 1 – Orange Group (Reading Level I)-

Book: Brer Rabbit Hears a Noise by Alison Adams

Strategy/Mini-lesson focus: Cause and Effect (Analyzing/ Inferring)
- I will introduce the idea of cause and effect by telling a story about how when I made a
bad choice as a kid, I got a consequence or got in trouble. Like if I took something from
my brother, I had to go to time out. Our character in the story we’re going to read also
makes some decisions that cause other things to happen.
1.) Prereading
- “We got the chance to briefly run through our book last week, so you are probably
familiar with some of the tricky words, but let’s do a picture walk real quick and look
through our words before we read it together.”
- I will have students ask about any words they are unsure of, or I will point out
particularly difficult ones, and we will sound them out together.
2.) Reading
- “As we read through the book, be paying attention to some of the choices that our
characters make, and what happens as a result. This is called cause and effect, as one
action ends up making something else happen. If you see examples, lock them in your
brain so we can talk about them later.”
- We will read the book as a group, chorally. I will be leading the group in the reading
process, but also back off at some points to listen for student understanding and reading
skills.
- I will have a class list to take notes on individual students if I notice them
struggling/excelling in certain areas.
3.) Responding
- I will ask the students a few questions and allow time for a few student responses

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- “What did you think of this book?”
- “Were you able to see any examples of cause and effect during this book?”
- Brer Rabbit didn’t want to be laughed at so he told a lie about the mall.
- Brer got beat in the race, so he became more nervous and timid.
4.) Exploring
- We will discuss a few examples of cause and effect seen in the book.
- “Can someone tell me some specific cause and effect examples from the book, and why
you think they happened how they did?”
- I will also remind students to go back and look in the story if they cannot remember
specific examples.
- “Why do you think the character made the choices he did?”
5.) Applying
- I will pass out the little “worksheet”
- “Now that we saw the cause and effect of some actions in our story, let’s see if you can
think of another example. This could be an example from in your own life or an example
from another book.”
- “On the top of the page you’ll see that I filled in the boxes with a cause and effect from
our book. At the bottom, I want you to fill in your own example with a drawing.”
- This paper can be done at the guided reading table if time allows, and if not, students can
complete it later during another center.
- Closure: “As you go through other books that you’re reading, be on the look-out for
causes and effects.”

Group 2 – Purple Group (Reading Level E)-

Book: Shell Shopping by Deana Kirk

Strategy/Mini-lesson focus: Sequencing (Inferring/Summarizing)
- I will introduce the idea of sequencing by talking about how I have routines that I follow
each day, especially in the morning or before bed. I will explain that I follow a specific
order that works the best for me, and how in our book, there is also an order that can be
seen.
- Before bed – brush teeth, take off my makeup, put on my pajamas, turn off lights…
6.) Prereading
- “We got the chance to briefly run through our book last week, so you are probably
familiar with some of the tricky words, but let’s do a picture walk real quick and look
through our words before we read it together.”
- I will have students ask about any words they are unsure of, or I will point out
particularly difficult ones, and we will sound them out together.
7.) Reading
- “As we read through the book, be paying attention to the order that details happen. This
is called sequencing and it will be important later on. Just like I have a bedtime routine I
follow; sequencing is the order that things happen in. When you see those important
details, lock them in your brain so we can talk about them later.”
- We will read the book as a group, chorally. I will be leading the group in the reading
process, but also back off at some points to listen for student understanding and reading
skills.
- If it seems necessary, I will stop at a few points during the book and review the order that
details had happened in.

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 - I will have a class list to take notes on individual students if I notice them
struggling/excelling in certain areas.
8.) Responding
- I will ask the students a few questions and allow time for a few student responses
- “What did you think of this book?”
- “What happened at the beginning of this story?... then what?... and how did it end?”
9.) Exploring
- We will discuss a few examples of specific sequencing seen in the book.
- “Can someone tell me some specific sequencing examples from the book, and why you
think it is important to remember them?”
- I will also remind students to go back and look in the story if they cannot remember
specific examples.
- “Sequencing allows us to pay closer attention to details in the story, which is an
important skill to learn.”
10.) Applying
- I will pass out a few of the sort cards with our “key details” on them.
- “As a group, we are going to sort these cards and put them in the right order based on
what happened in the book. We can always go back and look if we can’t remember
exactly where each detail happened.”
- “Sequencing is a skill that you can use in any book you read, because all books have
details that you have to remember.”
- Closure: “As you go through other books that you’re reading, pay attention to all of the
details and keep your eyes open for other examples of sequencing. I would love to hear
more examples that you find.”

Students at other centers:

When students are not at the guided reading table with me, they will be working through their usual
literacy stations designed by my cooperating teacher. There is one center where students work with
the aid on spelling words or reading skills. Another center has students independently reading their
developmentally appropriate books. Then the last center is iPads where students can be on the Epic
reading app or Raz kids. Additionally, the teacher may be pulling small groups or individual students
to work on other activities/testing. These centers follow the routine that the students are most
comfortable with and I felt that not changing it up would benefit them as they are a very routine-
oriented group.

VI. Check for understanding.

- Throughout the guided reading groups I will be informally taking some notes if I see
students struggling or excelling.
- By having smaller groups, I can adapt and alter the conversation easier to provide
reteaching or extra explanation if necessary.
- I will be asking a variety of questions throughout the process to further students’
understanding and give them more opportunities to think deeply.
- The activities also allow me to check and make sure students seem to b grasping the topic
and that the strategy is clear to them.

VII. Review learning outcomes / Closure

- After each guided reading group, I will do a small closure with each group (explained in
lesson presentation)

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 - I will briefly remind students what their strategy is and encourage them to use it
throughout their day.
- Either myself or the aid will transition students into their next rotation.

PLAN FOR ASSESSMENT

- Since I only have 15ish minutes with each group, I will not be able to provide a true
formal assessment, however I will be informally assessing students throughout the time I
have.
- Formative: I will be informally taking notes as we go through the time, which allows me
to check for individual students and their understanding (since the groups are small).
- Both groups have an activity that allows me to see if they understand their strategy. I can
see the sort happening in front of me. The other group will turn in their worksheet once
they finish.
- As we have discussions and work through the questions, I can also gauge student learning
while listening to each of them answer and participate.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
I think the students seemed to achieve the objectives overall. Some of the students
still struggle to read the content, but overall, both groups seemed to understand their
strategies that they were learning about. The sequencing group was able to make
connections and form ideas based on their personal experiences. The cause and effect
group had a little bit harder of a time creating those personal connections, but seemed
to understand cause and effect as a whole.
2. What were my strengths and weaknesses?
I think I did a good job of keeping the students on-task. There were a few that were
not participating as much in the reading, however, they were still following along. I tried
the best I could to keep the students on the right page and participating. The students
were all involved in their group's activities. I think another strength was taking on the
teacher persona, because I was responsible for transitioning the students from group to
group, I had to project my voice so students at every center could hear me. I think my
weakness was keeping all of the students together and reading. Some of them had the
tendency to speed up and slow down because they didn't know how to pronounce the
words, so if I had more time in the groups, I would have tried to walk through each
tricky word more thoroughly.
3. How should I alter this lesson?
Most of the things that I would want to alter about my lesson have to do with not
having enough time. If I had more time with each group, I would have more thoroughly
went through the book ahead of time with the students. Additionally, I would have
planned additional activities for the groups in order to allow students to gain
understanding/meaning. I also would have tried to add a full-group element besides
just the little intro.
4. How would I pace it differently?

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 If I had more time, I would have added a more in-depth mini-lesson about the
strategies. However, overall, I think the lesson was paced well, with most emphasis on
the reading, then discussing the strategies seen within the book.
5. Were all students actively participating? If not, why not?
The students for the reading portion were mostly following along. I could hear the
majority of them reading, but there were a few that did not read the whole time.
However, during the activities, the students were all participating and following along. I
think that sometimes when the students do not know how to pronounce a word in the
reading, they would rather just not try so that they do not get embarrassed. So, by
adding time for the students to gain more confidence in the reading, that
would hopefully help the situation.
6. What adjustments did I make to reach varied learning styles and ability levels?
By having two different guided reading groups, I was differentiating the learning for
my students. Both groups worked on different books and different strategies. The
groups were based on how their teacher thinks the students work best, and based on
how I have seen them in class. I also had a variety of learning styles included. The
students read chorally, had discussion questions, and had activities/writings to do.
7. Were we able to complete everything during the 15-minute groups?
I think the students would have benefited from having more time. Probably at least
5 more minutes, if not 10 more. The students wouldn't have had to rush as much, and
could have had more time to develop their learning and understanding of the topic.
While we did complete everything, I think it could have been completed with more
success if there was more time.
8. If I was doing guided reading groups for all of the students in the class, would I use
these two again or create new ones?
I actually ended up completing all of the groups since I did not have a real
"observation" today. So the teacher had me work with the two other groups using the
same plans. Both of the other groups did pretty well, so I probably could have done the
full activities, maybe with some slight variations.
9. Did introducing the book early seem to help the students when the actual lesson time
rolled around?
Yes! Especially since there was a limited time, I think having the
students familiar with the books was extremely beneficial. Rather than spending all of
our time on going through the books, we were able to focus more on the strategy
learning. I would likely do this again if I ever teach this lesson again in the future.

Additional Lesson Resources Below:

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 Cause and Effect

Name:_________________________

Cause Effect

Brer Rabbit didn’t want to Brer Rabbit told a big lie.

be laughed at.

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Hermit crab needed
a new shell

Shell had a hole in it

Shell wasn’t the

right shape

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 Shell was too sharp

Shell was near a shark

Shell was too heavy

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Found a good shell,
but another crab
got it first

Found the right,

shiny shell

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