College of Education

LESSON PLAN FORMAT

ELED 450

Standards w/Assessments Named-Write standard out and label it correctly! :

Reading Standards: Foundational Skills- Fluency 1.RF.4 Read with sufficient accuracy and fluency to
support comprehension. b. Read grade-level text orally with accuracy, appropriate rate, and prosody
(stress, phrasing, intonation, and expression) on consecutive readings.

Strategy Selected from The Reading Strategy Book w/ pg number:

4.6 Punctuation at the End of a Sentence Pg.113

Learning Target (I can statement in student speak):

I can look for punctuation in reading so I know what expression to use with my voice.

Criteria for Success (this should be tied to your assessment and is measurable):

During partner reading, I will read with expression and stop when needed based on punctuation I
see while reading.

Assessment:

Observe the students during guided reading and daily 5 to see if they acknowledge punctuation
and read with expression after I teach the lesson.

Type of Lesson: Guided Reading Mini-Lesson

a. What different instructional strategies and learning activities do you plan to use to engage students in
the lesson and to enhance their learning? Provide a rationale for your choice of each strategy/activity.

● I will use an anchor chart to remind the students what the punctuation means and how to change
their voice according to punctuation. I will teach the students to look ahead to the end of the
sentence to notice the punctuation. By doing this, it will help the students read with expression
and be aware of the punctuation.

b. How do the instructional strategies connect to the learning goal(s) to facilitate student learning?

● The learning goal is to read with expression based on punctuation and in this guided reading
lesson, I will model how to read with expression and create an anchor chart that also explains the
meaning of punctuation so that students can use this strategy while reading aloud with their peers.

Contextual Factors:

a. Describe your classroom. Include the grade level, content area, subject matter, and number of students.
Provide relevant information about any of your students with special needs.
 ● 1st grade
● Reading
● 22 students
● One student on an IEP for speech (not in the small group I am teaching)

b. Describe any physical, social, behavioral, or developmental factors that may impact the instruction that
occurs in your classroom. Mention any linguistic, cultural, or health considerations that may also impact
teaching and learning in your classroom.

● One factor that could impact the lesson will be the attention and distractions by other students
while teaching the small group. There will be other students around in the classroom doing daily
5s so if the other students are off task it may distract those in the small group.
● All of these students are at the same reading level.
● There are no cultural, health, or linguistic characteristics that would affect this lesson.

c. Describe any rituals and routines that you have observed the classroom teacher doing that you may also
want to implement for a successful lesson.

● Doorbell rings to get students attention.

● 1,2,3 Eyes on me. 1,2 Eyes on you
● Clap rhythm- that students clap back.
Materials and Resources Needed:

Text title: Minh’s New Life

Lexile or Grade Guided Reading Level O

Level of the text

Other Required Anchor Chart

Materials Books

Resources Reading Strategies Book by Jennifer Serravallo

(website you used Anchor Chart Idea- https://theowlteacher.com/teaching-expression-in-
to support fluency/
planning, etc)

A. The Lesson (Including a time frame may help in planning.)

Introduction (2-3 minutes)- (Think about the connection on pages 87-89 The Art of Teaching Reading)

Getting attention Gather the group of students in the back room for our guided reading
activity. I have noticed how much you guys like to read books and
you are so good at reading the words in your books.

Relating to past experience Where do we see question marks, periods, and exclamation points?
and/or knowledge (Every day while reading) When we read during our daily 5 we see
all of those things but sometimes we don’t always pay attention to

Creating a need to know
Sharing objective, in general
terms
them while reading because we are just focused on the words.
I want to talk to you about how good readers do more than just read
words, they also read their punctuation to help them read fluently
and with expression.
Our learning objective today has to do with looking for punctuation
while reading and then respond to the punctuation by reading with
the expression. We will do this by looking for the punctuation in the
book we are reading and then reading it with expression.

1. Methods (core of the lesson) (time frame: total of 30-40 minutes with worktime)

Before Reading Ending punctuation gives is a clue about how the sentence should be read. It is
(Think about the very important that we pay attention to whether the sentence ends with a
teaching phase on question mark meaning there is a question, our voice should go up, an
pages 89-91 in The exclamation point meaning there is strong emotion shown while our voice is
Art of Teaching going up, or a period means to let our voice go down and stop at the end.
Reading) Be sure (Serravallo, pg.113) If we read the sentence with the wrong ending mark, it
you include a may change the meaning of the sentence and confuse us about what is
strategy from The happening in the story.
Reading Strategies
Book.

During Reading- I Do (modeling-Making your thinking visible)

List specific
questions and pages While looking at this page, I see so many different punctuation marks. Right
you might ask them here is a question mark, right here is a period, and right here is an exclamation
(Think about the point. While I read this page, I am going to look ahead to the end of the
active involvement sentence so that I know what expression I should use when reading it. (Model
phase from your –91 page by reading it)
-94 in The Art of
Teaching Reading).
Be sure to model the
strategy you choose
from The Reading We Do (Asking questions, and giving them a chance to try whatever strategy
Strategies Book. or concept your teaching)

What happens when we see a period. (Stop)

What happens when we see a question mark? (Voice goes up)

What happens when we see an exclamation point? (show excitement while our
voice goes up)

Now I want you guys to practice looking for the punctuation and reading using
 the expression that matches the punctuation on this page.

After Reading- Review the strategy one more time.

What might students
practice in their You do (what can they do to show progress/mastery in the concept or topic)
independent reading
time Now you guys can practice looking for punctuation and matching your voice
(Think about the link to the punctuation when you read with a partner or independently.
—pgs 94-96 in The
Art of Teaching
Reading)

Student Worktime: Students will practice the strategy of looking ahead for punctuation so they can
Time Frame:_____ match the expression to the punctuation as we go around the table taking turns
Describe what reading each page of the book.
students will be
doing to practice
what you have
taught. This will be
during a reading
workshop. This
should be very
closely connected to
the after reading
component.

Closure: Today our learning target was to I look for punctuation while reading so that
Time Frame:_____ you knew what expression to use. We practiced this when we looked ahead
Think about the saw the punctuation and then read with the correct expression. Remember what
follow-up pgs 96-99 each punctuation mark means.
in The Art of
Teaching Reading. Question mark: meaning there is a question, our voice should go up
Make sure to tie this
back to the learning Exclamation point meaning there is strong emotion shown while our voice is
target of the day going up
 Period means to let our voice go down and stop at the end.

Can someone show us again how to read when we see a question mark?
Exclamation point? period?

Ideas for Low level readers- None in the group (but would provide appropriate material
differentiation and possibly a smaller amount to read.
(account for all Gifted Students- Advanced Text (Level O)
scenarios described English Language Learners- Non in the classroom.
in your contextual IEP modifications- None in the group
factors) Grouping students with similar reading abilities. And avoid grouping students
known to cause a distraction to each other together.

I am doing this lesson with a group of advanced readers.