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Contextual Information

Name: Jenn Woolbert

Big Idea: Grade:Fifth Date: Time: Lesson: 2

Text features and sentence Nov 2, 2023 8:35 am-8:50 am
frames

Resource Link:
https://volusia.instructure.com/courses/259964/pages/ela-unit-3-instructional-resources

https://cloud.swivl.com/v/88c9635c2dc276719839857de2737716
Lesson Structure: Integrated Differentiation for ESOL Accommodations. Check all that
Small Group Content: none English Language apply to your classroom:
Learners: Flexible environment
Integrated with ESOL Flexible scheduling
Strategy Flexible seating
Bilingual assistance
Approved dictionary/glossary
Reading text aloud

Standard: (BEST/ FL Sci./ NGSS/ FL SS):

ELA.5.R.2.1: Explain how text structures and/or features contribute to the overall meaning of texts.

ELA.5.F.1.4: Read grade level texts with accuracy, automaticity, and appropriate prosody or
expression.

Learning Trajectory:
Previous Standard:
ELA.4.R.2.1: Explain how text features contribute to the meaning and identify the text structures of problem/
solution, sequence, and description in texts

Next Standard:
ELA.6.R.2.1: Explain how individual text sections and/or features convey meaning in texts.
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Diagnostic Data: This section is required for all ELA and Math Lesson Plans. ESOL proficiency data (WIDA or
IPT) is required on ALL lesson plans.

Diagnostic
FAST
Low Average High
Dasha 296 John 287 Yosselin 323 Sofia 306 Amelia 339 Johnny 334
Isabella 273 Ethan 290 Angel 320 Melissa 313 Noah 350 Dianelly 327
Jose 293 Sophia 257 Hayden 314 Temi 298 Sydney 328 Maria 325
Kaylie 309 Zuria 332
Pre-assessment
Other:__________
WIDA:
Overall Listening Speaking Reading Writing
Dasha 3.8 5.9 4 3.3 3.5
Melissa 3.8 5.9 2.7 4.4 3.7
Sofia 4.6 4.7 5 4.4 4.5
Maria 4.5 4.9 4.8 5.3 3.9

Lesson Planning

Instructional objectives(s) & Learning Target: Clear objectives written in the form of student learning.

Students will be able to explain how text structures and/or features contribute to the overall
meaning of texts while reading with proper fluency.

Language Objective:
I can fluently read the text, identify different text features, and explain in writing how they
help me better understand a text.

Vocabulary: (define in kid friendly Instructional Materials:

terms) K-2 use beginner for K-2 & Select your materials and technology. Then, include a copy of print or
Intermediate for 3-5 Kids.Wordsmyth teacher made material and/or hyperlink to any digital materials in the
space provided.

Suffragist- a person who supports
voting rights, especially for women
Chaperone- someone who goes with
and is responsible for someone else.
Chronicled- gave record of events
Teacher selected read aloud: Small Group Readers
Paper, pencil, markers, crayons
Teacher created materials Worksheet for students
ipad/computer
Graphic organizer: None _______
Assessment: _____
Science supplies (list)
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Introduction/Building Background: Pacing
1. Greeting:
Alright kiddos so last Friday we went over some vocabulary words and created 1
movements that help us remember the definition of them.

Instructional Steps : Pacing

1. Introduce:
Today we are again going to look at three new different vocabulary words, practicing
making movements for them, and then we will be looking at different text features in
our text today and explaining how they help us better understand the text.

1. Explain:
Begin by having students do TPR for three vocab words. Then discuss different text 13
features with students, having them find them in our story. Have students read
paragraphs on page 4 and 5.

Before moving on from page 5, ask HOT question- “How do the text features we
discussed before reading help understand how Lucy’s family feels about her?”
Con’t until all students have read- assist if needed.

2. Review:
Hand students text feature worksheets, have them fill out different text features they
found in the pages read, and then have them write how it helped them better
understand the text by saying “The_____ helped me better understand the text
because….” and having them write it in their graphic organizer. Have students share.

DifferentiationProduct/Assessment.
1. Sentence Frames

HOT question (and expected answer):skill development

“How do the text features we discussed before reading help understand how Lucy’s
family feels about her?”

Expected Answer: They show the family looking fondly at a photo in the scrapbook that I
infer is Lucy. I also see the family sitting around the table all looking at the scrapbook.
It looks like they are celebrating her.)

Assessment: :Formative assessment name Assorted Assessments. Describe if needed Pacing

Informal assessment- observing students as they read.

Response using sentence frame.
1
Lesson Closure: Teacher talk. Restate the main take-aways from the lesson.

Amazing job today kiddos, remember that text features no matter what type of text
there is, fiction or nonfiction, can help you better understand the text you are reading.
I’ll go ahead and take your papers and you guys can go back to your seats.
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Post Teaching Reflections

Lesson Adjustment: What have you learned about students’ understanding of the content based on
the formative assessment? If proficiency was not demonstrated, what next steps (reteaching) are
required? Include evidence.

Reflection on Teaching: Analyze and evaluate your lesson delivery and class management.

Response to Feedback: BLOCK 2 ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you will
implement next steps going forward. Explain how these next steps will impact students’ learning experiences.