RL.1.1, RL1.2, RL1.3, RL1.5, RL1.7, SL1.2, SL1.5, L.1.4, L.1.6 Writing: W.1.3. Standards 1.B.,1.A, 1.C.,1.D, 3.B, 1.B. IAF: (if applicable) 1.1, 1.

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1 Teacher: Mr. Lesson Plan Date: to Standards IAF: (if applicable) Foundational Standards (K-5 Only) Skills Time/Duration: ELA 120 minute time frame Grade Level: 1 st RL.1.1, RL1.2, RL1.3, RL1.5, RL1.7, SL1.2, SL1.5, L.1.4, L.1.6 Writing: W B.,1.A, 1.C.,1.D, 3.B, 1.B 1.1, 1.2 Sequence, Making Predictions

2 Assessment Strategies: How will you assess the intended learning outcome(s)? Submit assessments with lesson plans. Diagnostic Formative Summative X Performance Task Complex Text: Extended Short Academic Vocabulary: (Robust) Essential Questions: Title/Genre: Selected independent reading text based within the range of Fountas and Pinnell Levels B E (Literature) Title/Genre: (Extended) Peter s Chair by Ezra Jack Keats /Fiction (Short) Joshua s Night Whispers by Angela Johnson/Fiction Sequence, Predictions, Personal, Features, Contribute, Convey, Constructing & Respond How do readers ensure that what they have read they understand? What do readers do when they don t understand what they ve read? How do writers write effectively to convey meaning? How do we work as a community of readers and writers in our classroom? Anticipatory Set/ Bell-ringer/Do Now Monday- Teacher will display pictures and will ask students to write one sentence about what they think will happen next based on the picture. Students will share ideas with a partner before the whole group share out. Teacher will then introduce the word Prediction, it s meaning and the skill.

3 Explanation of strategies implemented and/or scaffolding of instruction Teacher Modeling: (I do) (Prediction) Teacher will explain that when good readers read or listen to a story, they make predictions (or guesses) about what will happen next in the story. It is helpful for predictions to be reasonable, or to make sense. Teacher will use think aloud strategy to model the meaning of reasonable predictions (guessing what will probably happen next). Teacher will model making a reasonable prediction about what will happen in the story, Peter s Chair based on the cover of the book. Think Aloud: By reading the title and looking at the pictures on the cover, I can predict that the book will be about a chair that belongs to Peter. I would not predict that it would be about a pig or other animals because there isn t anything on the cover to tell me that. I am using the pictures and text to make a reasonable prediction. Teacher will begin reading Peter s Chair stopping after page 1 to model how to use evidence from the story and background knowledge to make a reasonable prediction. Teacher will also model for students how to write reasonable predictions based on the evidence from the text through the use of chart paper and T-chart. Brief explanation of guided practice and scaffolding of instruction Guided Practice: (We do) Teacher will continue to read (Peter s Chair) up to page 3, where Peter worries about his parent s giving his belonging s to his new baby sister. Teacher will explain that the next page is about the changes taking place since the arrival of his new baby sister. The students in pairs will make predictions with prompting from teacher about how Peter might feel about the changes since the arrival of his sister. Next, the teacher will facilitate a discussion on whether or not the predictions are reasonable based on evidence from the text. Students will create a T-chart and will write responses in their readers notebook with the teacher monitoring and prompting throughout the guided practice period. Learning Activities: (You do) Identify the learning activity/describe how the learning activity is differentiated Below Students will be given a set of three illustrations from the text Peter s Chair. Students will view illustrations and in their readers notebook create their own illustration of what they think will happen next and write a response explaining why they made that prediction. Meets Students will continue to read the story, Peter s Chair, stopping at specified points marked by the teacher to make predictions and determine if their predictions are reasonable. They will record reasonable predictions in their readers notebook using text evidence from the story. Exceeds Students will read independently the story, Frog and Toad stopping at specified points marked by the teacher to make predictions with use of text evidence and will write responses in their readers notebooks. After reading, in groups of three, they will discuss the outcome of Frog and Toad by connecting/comparing it to Peter s Chair in the form of a T-Chart which identifies the reasonable prediction and text evidence to support their prediction. What group will the teacher work with? X Below Exceeds Meets Response to Intervention Tier 3 Tier 2 Tier 1 Other

4 Writing Activity: (Narrative, Persuasive, Expository) Student(s) Accommodations or Modifications: (Include student s initials on the numbered line and describe modifications/ or accommodations in the space provided) Lesson Closure: (Wrap-up/exit slips, etc.) Materials: Homework: Next Steps Future Planning: Monday: Writing Prompt: Think about the story, Peter s Chair and the problems he encountered with his new sister. Write a short narrative about a time when you felt like Peter adjusting to something new in your life. 1. L.V. 1. D.H. 1. M.A. Provide visual cues to aid in her understanding of the text. Allow this student to illustrate key details and use a picture dictionary to confirm word choices or explain key details surrounding characters, setting and events orally. Allow this student to orally explain his/her personal narratives to the teacher. Monday-(Exit Slip)-Write down one strategy good readers use when making predictions. Students will be given a short passage to read and write a reasonable prediction based on the text. Anchor Charts (R-3, R4), Transparencies of Short Text Complex Text As outlined above T-Charts Graphic Organizers Wipe boards Reader s Notebook Picture Clues Short narratives Post-it notes T-Charts Drawing Materials Monday- Making predictions short text Weekly Readers Magazine assignment p. 5-8 Identify those students who need to re-take any assessments due to absence or scoring below 80% Identify and conference with students who are not meeting fluency targets

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