Name: YARELI GUERRA BARRERA LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

2.5A self-select text and read independently for an extended During class, students will select books to read
period of time. based on personal interest.
2.6A establish purpose for reading assigned and self-selected texts.

Specific Measureable Attainable Relevant _Time

Grade: 2 Subject: SLAR

Strategy to teach Language: (C4)

Task Analysis: (C4) What lang. must be taught: What skills must be
Spanish
Vocabulary with visuals.
taught: Frayer model to learn new words.
Knowledge of personal preferences. Understanding of context.
Identify the different types of book’ genres.

Assessment: (C5)
1. From a collection of books and texts provided by the teacher. Check out book covers and their illustrations to find books of greatest interest.
2. Leaf through and look at the words in the books of interest.
think about what book might be a good option for you. Ask yourself:

 Does this book seems interesting?

 Can I read most of the words in this book?
 What could I learn from this book?
 What would my purpose be when reading this book?

3. Choose a book that you think is the most suitable for you and read it independently. Write down the purpose of the reading in a notebook.
4. Read the selected book. Use your prior knowledge to check your understanding as you read.
5. During and after reading the book think, take notes and / or illustrate what you like about the book, what you have learned from the book and
if your purpose of reading is being fulfilled.

Strategies for Success: (C6) Element of Technology: (C6)

3-2-1 summary Raz-Kids for books
The simple summary OneNote for notes

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – Covers of books Collection of books in a wide variety of genres and

topics.
Auditory – Computers.
Audio books
Kinesethic –
Role play a scene of the book

Higher Order Questions to ask: (C6)

1. What do you think could have happened next?

2. What would you change in the story?

3.
What do you see as possible outcomes?
Hook: (C7)
Videos - Fun, engaging videos that provoke thought or
parody the topic.
All kinds of books for kids;
https://www.youtube.com/watch?v=0t7O66XCRo4
Closure: (C7)
Pair and share.
Tell the person next to you 2 (3,4,5,…) things you have
learned today, then the groups report out.
 1. Teacher Input / Direct Instruction / Modeling: (C6)
Teach students reading strategies.
Show them how to take notes during reading.

2. Student Activities / Guided Practice: (C6)

The teacher will introduce a book and will help students activate prior knowledge.
Students will read one at a time and the teacher will listen to them.
Discuss text with students.
Ask questions about the story. (Comprehension questions from a spinner)

3. Independent Practice: (C6)

Students will choose a book from their preference.
They will establish a purpose of their reading.
They will take notes and answer comprehension questions.

Comprehensible Input Techniques: (R6)

Modifications / Accommodations: (E6)
Accommodations: Activate and strengthen background or prior
1. One-on-one/small group instruction. knowledge
2. Extended time on assignments/assessments.
3. Braille or large print materials.
Modifications:
1. Changes in the scoring rubrics or grading scale.
2. Reducing the complexity of the activity.
3. Cueing or prompting the student during a
grade-level activity

Notes:
Name: YARELI GUERRA BARRERA
DELIVERY PLAN (C8)
OBJECTIVE: Students will select books to read based on personal interest.
Rigor Students will be able to identify the purpose of why we read.

Questions on the chalk board:

OPENING: Why do readers read?
Retrieval What is your favorite book?
What genre do you like to read?

TEACHER INPUT: Teach the different types of book genres. All kinds of books for kids https://www.youtube.com/watch?
Relevance v=0t7O66XCRo4.

MODEL:
Routing Teach students reading strategies.
Show them how to take notes during reading.

GUIDED PRACTICE:
Retaining / Rehearsing
The teacher will introduce a book and will help students activate prior knowledge.
Read the book as a class. Discuss text with students and take notes during reading.

INDEPENDENT PRACTICE:
Students will choose a book from their preference.
They will establish a purpose of their reading.
They will take notes and answer comprehension questions.

CHECK FOR UNDERSTANDING: Recognizing

Theteachermayexaminestudents’ writtenresponses,posekeyquestionsandlistencarefullytoresponses.
What do you think could have happened next? What would you change in the story? What do you see as possible outcomes?

ASSESSMENT:
1. From a collection of books and texts provided by the teacher. Check out book covers and their illustrations to find books
of greatest interest.
2. Leaf through and look at the words in the books of interest.
think about what book might be a good option for you. Ask yourself:
 Does this book seems interesting?
 Can I read most of the words in this book?
 What could I learn from this book?
 What would my purpose be when reading this book?
3. Choose a book that you think is the most suitable for you and read it independently. Write down the purpose of the
reading in a notebook.
4. Read the selected book. Use your prior knowledge to check your understanding as you read.
5. During and after reading the book think, take notes and / or illustrate what you like about the book, what you have
learned from the book and if your purpose of reading is being fulfilled.
RESOURCES / MATERIALS:
Variety of books
Computers

CLOSURE:
Re-exposure
Sharing a summary with a peer.
Tell the person next to you 2 (3,4,5,…) things you have learned today, then the groups report out.