Reading Strategy Lesson

Teacher: Mikayla Battjes

Grade Level: First Grade

Date: November 28
Format: • Student (1-4, 6, 7)
• Teacher (5)

Strategy: Critical Literacy: Societal Justice and Norms

Choral and Echo Reading, Questioning
Objective/Purpose/ • Give the student insight into societal injustices
Instructional Goals: • Allow the student to ask questions about race/ethnicity
• Use choral/echo reading to encourage reading fluency
• Use questioning to encourage student to think about things
that they don’t know

Texts/Resources/Materials: • A,E,I,O,U cards

• cut out words to sort
• sight word index cards
• This is How We Do It book
• other book options at independent reading level
• notebook
• pencil
Assessment(s): • Student’s responses to teacher’s questions
• Student’s notebook response
Builds on Previous Lesson Review game of word sorting. Use the same words/vowel sounds
as last lesson, but use a timer to have him time himself. Each week
the student will race his time from the week before and try to
improve his time each week. The time from last week was 2:05, that
is the time he is trying to beat. Also play the matching game with
the sight words from the previous lesson to remind the student of
his word wall words.
 Brief outline (Activities):1. Use the first 5 minutes to do exercises
1. jumping jacks
2. high knees
3. skips
4. grapevine
5. situps
6. pushups
7. plank
2. Review game of word sorting to the correct vowel sounds. Time
the student. [working with words]
3. Review the 5 sight words the student worked on the previous
lesson by playing the matching game done previously
4. Read This is How We Do It (a multiracial book that will
encourage critical literacy) using echo/choral reading strategies.
Allow for brain breaks every This book is not in the student’s individual reading level so these
10 minutes strategies need to be used well in order for them to be effective
for reading the book together.
5. While reading the book together ask questions to get the student
to think about each of the seven students of different races
[guided reading]
1. What do you think this child does for fun?
2. What do you think their house looks like?
3. Do you think this child is rich or poor?
6. After finishing the book, have the student draw a picture and
write a sentence about what his page would look like if he was a
child in the book. [writing]
7. If time allows, the student will be allowed to read a book of his
choice. The student will practice critical literacy by writing down
questions (questioning) in his notebook about the characters in
the book. [self-selected reading]

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NOTES *Use this area to jot Critical Literacy
down any notes about the This strategy is helpful for emergent readers because it starts to
strategy or lesson. introduce societal justice and norms into their thoughts early on. It
gets them to start thinking about stereotypes and injustices in the
world because of race and ethnicity. This will be especially helpful
for my student because he is a minority and he can learn how to
deal with these emotions in a healthy way.

Choral/Echo Reading
Echo reading can be used for the teacher to model how the text
should flow. This gives the teacher the power to prove the
expression, flow, and pace of the text to the student and then have
the student respond in the same way. This will encourage the
student to add fluctuation in their voice and will help with
smoothness because the student is repeating what was already
read. Choral reading encourages the student to read with other
people and learn how to go at a pace for all people reading.

Other
*Brain breaks/opening exercises should be used often to keep the
student on track. The student has a hard time staying focused and
staying still so hopefully these breaks will help with that. I also plan
to change location and lay on our stomachs facing the wall,
hopefully this will be less distracting for the student.

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