Name: Sarah Cordes

Subject and Lesson: Language Arts; Comprehension Strategies

Grade Level/ Number of Students: 1st grade; 26 Students

Time Duration: 45 minutes (1st day); 45 min (2nd day)

Prior Assessment: Students need to learn comprehension strategies in order to become better
readers.

Standards:
ELA:
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and
suggestions from peers, and add details to strengthen writing as needed.
W.1.8 With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups.
SL.1.2 Ask and answer questions about key details in a text read aloud or information
presented orally or through other media.

ELD:
1.I.A.1. Exchanging information and ideas with others through oral collaborative conversations
on a range of social and academic topics
1.I.A.3. Offering and supporting opinions and negotiating with others in communicative
exchanges
1.I.C.10. Writing literary and informational texts to present, describe, and explain ideas and
information, using appropriate technology
1.I.C.12. Selecting and applying varied and precise vocabulary and language structures to
effectively convey ideas

Social Justice:
AC.K-2.17 I can and will do something when I see unfairness—this includes telling an adult.

Objective: Students will be able to start using the comprehension strategies of visualization
and connecting while reading their own text.

Assessment:
-Writing/Drawing activity to practice connecting and visualizing from the IRA done
-Students will read their own book of choice and explain a connection they made or
visualization that did while reading
-Students should write/draw a connection and visualization done during read to self

Language Supports:
-Provide the same book, but in Spanish or another language, if available
-Have books in large print
-Write models of sentence beginning on board
-Students may draw if unable to write

Materials Needed:
-prepared interactive read aloud- The Last Polar Bear
-paper
-pencils
-crayons
-students’ books of choice

Purpose (Objective): The purpose of this lesson is to teach students 2 comprehension

strategies, visualizing and connecting. Through using an IRA, the teacher will model
connecting and visualizing. Through the activity, students will practice this. By the end of the
lesson, students should start making connections and/or visualizing while reading a book on
their own.

Materials and resources:

-prepared interactive read aloud- The Last Polar Bear
-paper
-pencils
-crayons
-students’ books of choice

Assessment:
-Writing/Drawing activity to practice connecting and visualizing from the IRA done during
class
-Students will read their own book of choice and explain a connection they made or
visualization they did while reading

Differentiation:
-provide book with larger text
-provide visuals of text
-Students can read books of their own choosing
-Students can draw if they are unable to write full sentences

Input:
-Students need to know the term “visualization”
-Students need to know the term “connecting”
-Students need to be able to write or draw when asked
-Students need to know and find the problem and solution in fiction text

Academic Language:
-Students will need to be taught the term visualization
>during IRA, ask students to visualize themselves in the story, or something happening to them
>explain that visualize means to imagine something
>continue to use the term “visualize” during the lesson so students are exposed to vocab;
reinforce meaning by following with the word “imagine”
-Students will need to be taught what it means to “make a connection” with a story
>use term “connection” during questioning at the end of the story when discussing the problem
and solution of story
>explain that making a connection means to relate something in the story to their lives,
something else they’ve read, etc.
>give an example of making a connection
>use term “make a connection” so students are exposed to vocab

Anticipatory Set: (5 min)

-ask students what they do while reading to help them understand the story more
-tell students there are different things they can do while reading to help them understand the
book more
-tell them that visualizing and making connections is one way to help them
-inform them what visualization and making connections mean

Modeling (Show/I do): (20 Teacher Actions Student Actions

min) -Read story aloud -Students will be on the
-Ask comprehension carpet.
questions while reading
-Raise hands and answer
-ask questions focusing on
questions and explain
visualizing parts of the story,
reasoning
themselves in the story, etc.
-Turn and talk to a partner
-Call on students to answer
when asked
questions

Guided Practice (Follow -Facilitate discussion about -Students will be on the

me/We do): (20 min)
the problem that was in the carpet.
story and connect to real -Raise hands and answer
questions and explain
world
reasoning
-Facilitate discussion on a -Turn and talk to a partner
solution that was in the book when asked
and connect to real world
-ask students what a solution
is that they themselves can do

-Students will write sentences -Students will be at their desk

that say, “The problem polar -Work individually on
 bears face is…” and “One
solution is ….”
>Students will draw a picture
if they cannot write
-Students should create a
drawing that shows a
visualization as well
Independent Practice (You -While students are reading,
do): (20 min) walk around and monitor
-Ask students what they are
visualizing and what
connections they’re making
as they read
Checking for -Ask what a visualization is
Understanding (CFU): -Ask what making a
(2min) connection is
Closure: (3 min) -Ask the class to share what
they visualized while reading
to self
-Ask the class to share what
connections they made
Assessment: (20 min) -Monitor students as they
draw/write their visualization
and connection
-Ask students what they’re
writing/drawing about
Accomodations:
-provide a text in Spanish, or other language
-allow students to draw if they are unable to write their visualizations and connections
writing/drawing activity
>if students need more
assistance, they may work
with a partner
-Students will have book
baskets and find spot in room
to sit
-Students will read a book
from basket
-Students should visualize and
make connections while
reading
-Should be able to explain
what they visualized and a
connection they made with
the text
-Students should be at their
desk
-Raise hands and answer
questions
-Students should be at desks
-Raise hands and volunteer
what they visualized and the
connections they made
-Draw/write visualization(s)
that were done while reading
to self
-Draw/write a connection that
was made while reading to
self
-allow students to work in partners during the Guided practice
-Write what their sentences should begin with on the board “The connection I made was….”
and “I visualized that….”

Next Steps:
-Continue using visualization and connection as comprehension strategies during Interactive
Read Alouds
-Students should use visualization and connections as they read to self
-Ask students during silent reading time what visualizations they are doing and what
connections they’ve made

Reflection: