READ520: Modified Lesson Plan #1

Teacher: Shelbie Wells Grade Level: 4th

Subject: Reading Unit or Chapter:

Acquisition stages of the ELs in my class:

● 1 student - Starting (Level 1)
● 2 students - Developing (Level 3)

1. What are the ELL or content area standards?

SOL 4.6 (Elementary Literacy) The student will read and demonstrate
comprehension of fictional text, literary nonfiction text, and poetry.
 h) Draw conclusions/make inferences about text using the text as support

This is a reading lesson in which students will practice making inferences from the
mentor text being read aloud by the teacher. Students will be introduced to content
specific vocabulary related to inferences in order to increase their understanding of
the subject. The story will be read to students twice: Once when the front and back of
the book is covered and they cannot see the pictures and then once when they can
see the covers and the pictures. Students will use drawings in order to take note of
their inferences each time the story is read aloud. Students will have time after each
reading to discuss their inferences and why they made those inferences before the
class comes together as a whole group to discuss the inferences made each time.

2. What key concepts will students learn, and what strategies will be used to
teach them?

During this reading lesson, students will be able to:

1. Learn Vocabulary that relates to inferencing
a. This is an appropriate choice because it includes all students at all levels
by teaching students new academic words
2. Work cooperatively in a learning group
a. This is appropriate for all learners because the teacher can group
students together that will help each other work through and understand
the content.
3. Participate in Whole Group discussion
a. This is appropriate because each student will be able to contribute their
own experiences and knowledge to the discussion.
4. Use the mentor text to make inferences (Bad Day at Riverbend by Chris Van
Allsburg)
a. This is an appropriate choice because students will be given two
opportunities to make inferences. In the first reading, students will have
to make inferences based on what they hear in the read aloud and what
READ520: Modified Lesson Plan #1

they have prior knowledge of because they won’t be able to see the
pictures. In the second reading, students will be able to use story clues
in order to make inferences. During each reading students will be
allowed to draw pictures or write sentences to make their inferences on
the graphic organizer. This is appropriate because each student can use
their own experiences and creativity to make inferences about the story.

3. What background knowledge will students need?

For this activity, students will need to know the pieces that make up an inference. To
begin the activity, I would ask students what they knew about inferencing. Students
would turn and talk to their groups about what an inference is and then the class
would come together as a whole to talk about inferencing. I would have an anchor
chart to use as a visual and discuss with students that there are 2 important things we
have to have or think about when inferencing: evidence: things we can see or hear in
the story and schema: our background knowledge or the ‘stuff’ that we already know.

4. List terms, words, idioms, and phrases (TWIPs) to be pretaught. Include

simple student-friendly definitions. Identify words that are likely to be used
outside of class as well as academic words that are content-specific.

1. Schema: our background knowledge or the ‘stuff’ we already know

2. Evidence: the things we can see or hear in the story

5. Design one or more of the following activities for TWIP instruction:

(This is not an exhaustive list, and you may include additional activities as appropriate
for your lesson.)
 Matching vocabulary with definitions

Students will work in groups to match the vocabulary with their definitions. Once
students have matched the vocabulary with the definitions in their groups, they will the
create a visual to help them remember each word. Visuals can include hand motions,
drawings, or something else. This is appropriate because by creating a visual of some
sort, the student can use their visual to help them remember what each word means.

6. List the strategies you will use to scaffold instruction for your lesson.
(This is not an exhaustive list, and you may include additional strategies as appropriate
for your lesson.)

___ 1. Buddies
__X_ 2. Cooperative Groups
___ 3. Graphs, charts, photos, drawings
__X_ 4. Graphic organizers
___ 5. Hands-on activities
READ520: Modified Lesson Plan #1

___ 6. Taping explanations and photocopying notes

___ 7. Highlighting, sticky notes, Wikki sticks
___ 8. Using body language, skits, storytelling, music, videos
___ 9. Vocabulary box wherever possible

For EL students on Level 1: Providing a graphic organizer for students to draw

pictures or write words in to make their inferences while the story is being read is
appropriate because students are given a choice in order to show their learning. It is
also appropriate because if students do not know which words to use, they can draw
pictures in order to represent them.

For EL students on Level 3: Working in cooperative groups is appropriate for

students because they will be able to talk through making inferences together.
Students who are native speakers of English will be able to help the EL students in
the class find the appropriate English words for what the EL student may be trying to
say.

7. How will you modify text for beginning learners of English?

By creating visuals for each vocabulary word, students will be able to understand
each word in their own way. With the use of the anchor chart and visuals of the
vocabulary words students will be able to recall what is needed to make an inference.

During the reading of Bad Day at Riverbend by Chris Van Allsburg, I will stop at
places where students might have specific background knowledge related to the
words or pictures and ask them what information they could use in order to make an
inference.

For the student that is at level 1, they will be able to draw pictures in the boxes on the
graphic organizer during the first read aloud of the book, where they cannot see the
cover or pictures in order to for them to explain what they think is happening in the
story.

Adapted from:
Haynes, J., & Zacarian, D. (2010). Teaching English language learners across the content areas.
Alexandria, Va: ASCD.