Whole Group Shared Reading Lesson Plan Template

Name: __Bethany Dancey______ Date: __11/11/2020_____________

Classroom Location/Teacher: Ross/4th Grade/J.G. Hening Topic/Subject: _4th Shared Reading__
Elementary
Curriculum Standards

SOL(s):
4.5 h TSWBAT draw conclusions or make inferences about text.
4.5b TSWBAT use knowledge of roots and affixes.
4.5d TSBAT develop vocabulary by reading a variety of texts.

Essential Question(s):
How do readers apply reading strategies to improve understanding and fluency?
Lesson Objectives: A statement or statements of what the students will be able to do as a result of the
lesson. Need to be observable and measurable.(ABCD format)

The student will be able to find text to support conclusions drawn by the teacher.
The student will be able to draw conclusion based on clues highlighted by the teacher.
The student will be able to analyze how the “mis” prefix is used in multiple words.

Assessment of Objectives: Describe how you will collect evidence that individual students have indeed met
the lesson objective(s). These need to be tied to the degree or criteria from your objectives.

We will utilize the chat box feature in the Google Meet while a “drawing conclusions” graphic organizer is
displayed. The graphic organizer will be partially filled out ahead of time by the teacher. Students will
show their thinking in their chat comments.

BEFORE (Content, Viewing or Listening):

Teacher: Focusing attention, laying the groundwork, creating interest, sparking curiosity, students
understand the purpose “the why” (set a purpose, explicit explanation of expectations, modeling)
Student: Strategies to obtain prior knowledge, similarities, connections, analogies, think about thinking
“metacognition” (discussing, organizing, writing, vocabulary)

Teacher focused on a slide that served as an anchor chart, explaining the process of drawing conclusions and
making inferences. Teacher talked about how answers are often different due to schema. Asked students
questions about schema and led students in a schema song (Schema, Schema, what I know, watch it grow).
Teacher directs students to use their Treasures books for the lesson.
 Whole Group Shared Reading Lesson Plan Template

DURING (Content, Viewing or Listening): Strategies for active engagement with new content, what are
students doing while reading, viewing, or listening? (set a purpose, modeling, discussing, organizing,
writing, vocabulary)

Teacher assigned reading the text in three chunks. Before students read each section, teacher went over the
major vocabulary words giving a quick student-friendly description of the word and orally repeating the
word so they would hear it. After reading chunk of text, teacher used partial graphic organizer with one
side filled out. Teacher directed students to give answer for the other side, writing their thoughts in the chat
box of the Google Meet. Teacher repeated directions multiple times as they formed their answers, called on
2-3 students each time to share what they had written orally.

Near closure, students were taken back to one of the vocabulary words to analyze the prefix. Students
looked at the word “misunderstand.” Using the prefix meaning, they were asked to answer a few more
questions using what they knew.

AFTER (Content, Viewing or Listening): How will students apply new knowledge? How will students
check their understanding? How will students be prompted to reflect on what they have learned? How will
students be prompted to reflect on how they learned it?

Students will continue to be asked to draw conclusions or find text support for conclusions throughout the
year in reading. They will have discussions about this understanding in whole and small groups, show
thinking on person graphic organizers, quizzes, and tests.

Rationale: Why teach this lesson in this way? Why give these objectives, are these the BEST strategies to
choose and use? Explain why this sequence of activities leads to cultivating the behaviors or performing the
skills or displaying the knowledge called for by the objectives.

Students need a lot of modeling and support for the drawing conclusions skill, as it is one of the higher level
thinking skills. It can take years of practice to master drawing conclusions. The graphic organizer is
something that can support their learning, but often needs to be partially filled out so that it guides their
thinking better, especially early in the year. They also need to develop word analysis skills, but those can be
mixed in as a mini-lesson or embedded in a larger comprehension lesson. They also need vocabulary
development, but it can sometimes take too much time to review in a lesson, so we lightly reviewed those
words before they would see them in the text. The series had chosen good words for this already, so I didn’t
see other ones I felt should be discussed.
 Whole Group Shared Reading Lesson Plan Template

Photos From Lesson:

It is almost impossible to show photos of this lesson with no faces, since it was a virtual class.

Post-lesson Reflection:

Please respond to the following seven questions after each of your modeling lessons.

1. Why did you model this lesson? Please specifically speak to the steps you took to connect with the
teacher for consultation. (5.1) 2 points
This skill Is one that the students always struggle with throughout elementary school. The
teacher asked for ways to support this skill while the year was still new.
2. What instructional techniques did you choose for this lesson and why did you choose them? Please
justify your choices by explaining how they are relevant to the identified physical (environment),
social (group dynamics), emotional (maturity levels, student sensitivity), cultural (student interests,
languages), and intellectual (achievement levels) needs of the students. (5.1) 2 points
Every class at our school has wide mix of academic levels as we are Title 1 and have a high
ESL population (over 20% of our population). The students come from many backgrounds
and academic language levels, so I chose to be sure to use an adapted ESL language technique
by highlighting vocabulary early on. I also chose to use a graphic organizer with support to
model that type of thinking. Due to the open nature of the question students with different
types of thinking could both show well-thought out answers that were different from each
other.
3. How did this lesson meet the needs of the learners in the classroom? Please speak to any other
identified student needs not addressed in the question above. (5.1) 2 points
I made sure to use a text accessible to all as there have been some technology issues. For one
student who didn’t have her text at daycare, I quickly uploaded two jpgs of the text to the chat
 Whole Group Shared Reading Lesson Plan Template

box. This lesson concentrated on a full story instead of short paragraphs so we stayed in a full
grade-level text for the lesson instead of only presenting SOL practice questions.
4. How were students engaged in this lesson? Please specifically address how a variety of print and
digital materials were considered and selected to provide opportunities for student choice and
engagement, as well as, how digital technologies were considered and selected to enhance
instruction. (5.2 and 5.3) 6 points.
Since this is a virtual class and I had a limited amount of time, I utilized a traditional text
(their book) so that I knew everyone would be able to see the most important part of the lesson.
I also presented my screen to show the graphic organizer, but had given them half of it filled in
so that they had support to guide their thinking. We used the chat box for their answers and
reviewed answers from there.
5. What was the important aspect of the lesson you hope the teacher understood? Why was that aspect
of the lesson so important? Please justify the importance by explaining how it addresses and
leverages identified student needs to result in positive, literacy-rich learning that fits the routines,
grouping structures, and interactions of the learning environment. (5.4) 2 points
I hope the teacher saw to be sure not to give a completely open graphic organizer early in its
use. I made that mistake many times when teaching 4th grade. 70-80% of them tended to need
support, so you may as well give it so they understand the context of what they are being asked
to do. I also hope the teacher saw how to highlight a word analysis skill briefly without it
being the main skill for the 30 minute lesson.
6. How would you encourage the teacher to use or implement this technique into her instruction? This
is your chance to explain how you would facilitate the teacher’s efforts to maintain this literacy-
learning environment fit for their students by setting them up for future success. (5.4) 2 points
I would encourage her to use grade level text for these whole group lessons and take a little bit
of time to prepare the graphic organizer so that it is specific to the story (without taking an
overwhelming amount of time though, so use a simple organizer). I would also encourage the
warmups or mini-lessons on other topics to be timed so that the students are in the main text
for a large amount of the lesson.
7. How would you continue to support this teacher in her instructional delivery? This is your chance to
explain how you would facilitate the teacher’s efforts to maintain this literacy learning environment
fit for their students by offering a plan for ongoing support. (5.4) 2 points
I would go back into this classroom at least twice a month for whole group and twice a month
for small groups to model how to do this structure with other skills and with guided reading.