MStM Reading/Language Arts Curriculum Lesson Plan Template

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1 Standard 1: Students will use multiple strategies to read a variety of texts. Benchmark A. identify the characteristics of a variety of literary genres 1.A.4.1: independently reads a significant number of books and text each year in a variety of genres (fiction and non-fiction) The genre we are reading is mysteries. To build background knowledge, ask students what is a mystery, do they have a favorite mystery, and do they like/dislike mysteries? Using their predicting strategy students will look at pgs. 16 & 17 and predict what the people in the pictures are investigating. Class discussion rubric, and journal writing rubric.

2 Standard 1: Students will use multiple strategies to read a variety of texts. Benchmark B. identify similarities and differences in terms of setting, character, events, and recurring theme 1.B.4.1: apply a variety of strategies to understand various story elements Read The Case of the Muscle Maker (short story) and discuss elements of a novel: setting, plot, characters, conflict, and theme. Read The Case of the Blurry Board (short story) and compare/contrast setting, plot, characters, conflict, and theme using a venn diagram. Students can partner read, echo read, or listen and follow along to teacher reading stories aloud paying close attention to phrasing, expression, and tone of voice. Completing a venn diagram with all stories elements included as instructed by teacher. Students will read aloud one of the two stories listed above using phrasing, expression, and tone of voice to the teacher.

3 Standard 1: Students will use multiple strategies to read a variety of texts. Benchmark C. make inferences by drawing conclusions, predicting outcomes from text and prior knowledge 1.C.4.1: develop a variety of strategies and skills to comprehend and interpret complex literature Students will read stories and mark connections, predictions, and questions. Class will come together to discuss these strategies. Teacher made rubric (connections, predicting and questioning)

4 Standard 1: Students will use multiple strategies to read a variety of texts. Benchmark D. summarize, paraphrase and sequence text to identify main idea and details 1.D.4.1: practice sequencing events leading to clear and understandable text Read aloud book, teacher will model how to sequence main story events paying special attention to main idea and details of the story. Chapter book, teacher will model how to summarize the events of the chapter using a GIST format. Class discussions with read aloud book. GISTS graded

5 Standard 1: Students will use multiple strategies to read a variety of texts. Benchmark E. scan and survey to get meaning from text 1.E.4.1 demonstrate scanning and surveying to quickly locate specific information Nonfiction book teacher will model how to scan for specific information. Then students will partner up and scan for specific information from teacher instruction. Students will then do their own scanning assignment. Class discussions Partner scanning assignment (forms) Individual scanning assignment (forms) Reading journals

6 Standard 1: Students will use multiple strategies to read a variety of texts. Benchmark F. apply prior knowledge and relate it to new text. 1.F.4.1 use schema and information gained from discussions to interpret new text or theme Using a specific story read in class, students will look at pictures, captions, and headings to discuss the text or theme of the text. Read aloud book, teacher will show front and back cover of the book, and class will discuss what they predict/think the theme or text of the story. To build on this, teacher will open the book and show just the pictures to predict/think the theme or text of the story. Using a 6 box form students will draw/write words or phrases to relay their thinking of the theme/text of the story. Class discussion

7 Standard 1: Students will use multiple strategies to read a variety of texts. Benchmark G. identify author s point of view and/or purpose 1.G.4.1 apply knowledge of purpose, audience, format, and medium in developing written communication In a guided reading group students will read the story and discuss the author s purpose by using details from the book and discussions from the students. Reading journals Teacher observation Small group discussions

8 Standard 2: Students will read for fluency, comprehension, and purpose in content areas. Benchmark A. monitor own reading fluency strategies 2.A.4.1 demonstrate his/her reading fluency by reading fiction and non-fiction text silently and aloud with appropriate pacing, intonation, and expression Students are always practicing their oral reading skills either by reading a story from the basal, novel, guided reading book, social studies or science book. Partner up with another student and echo read. Students can chunk read having a partner/teacher listen. Read aloud science or social studies book. Fluency reading center. Teacher observation DIBELS Rubric

9 Standard 2: Students will read for fluency, comprehension, and purpose in content areas. Benchmark B. demonstrate consistently pre-reading skill of previewing text, establishing a purpose for reading, and making simple predictions 2.B.4.1: practice the pre-reading strategies of browsing, observing, asking questions, making comments and predictions to establish the purpose for reading across the content areas Using a social studies book, teacher models how to read for important information/notes for a specific section in the social studies book. Using a story out of reading series students look through the book by just looking at pictures and asking questions, making comments/connections, and predictions to establish purpose for reading. Class discussions Notes

10 Standard 2: Students will read for fluency, comprehension, and purpose in content areas. Benchmark C. decode words 2.C.4.1: write, decode, and identify the meaning of unfamiliar multisyllabic words Making/breaking words, students will be given cards with one, two, three or four letters per card. They will have to find a partner/partners to make up a word. Then they need to find out the meaning by either looking it up, or learning it from one of their peers. Use the word in a sentence, and when the whole class is done with activity, the whole class shows their new word, tells the definition, and shares their sentence. Teacher observation Class discussions

11 Standard 2: Students will read for fluency, comprehension, and purpose in content areas. Benchmark D. make explicit mental pictures of concrete information 2.D.4.1: identify the 5Ws (who, what, where, when and why) in fiction and non-fiction material Using a social studies book, teacher will discuss a section of the book, making students identify who, what, where, when, and why. Class will discuss the importance of these items in both nonfiction and fiction books. Using a newspaper article, divide the class into 5 different groups with each group responsible for one of the 5 w s. (jigsaw). Each group comes back together and share their w with peers. Teacher observation Checklist

12 Standard 2: Students will read for fluency, comprehension, and purpose in content areas. Benchmark E. determine meaning of unknown words 2.E.4.1: use context clues, dictionaries, and words in sentences to determine meaning Using a read aloud teacher will come to a word that students may not know. Teacher will pause, ask the students what the word means, after some discussion/guesses, teacher will reread the sentence with the unfamiliar word and model using context clues to figure out the meaning. Using a weekly spelling list, students will act out the meaning of the words, and any words they don t know, they are instructed to look up the meaning using a dictionary. Write a sentence demonstrating the meaning of the spelling word. Teacher observation Class discussions

13 Standard 2: Students will read for fluency, comprehension, and purpose in content areas. Benchmark F. demonstrates competence in vocabulary usage and word recognition 2.F.4.1: practice a variety of strategies to develop and expand reading vocabulary Students get in groups, teacher gives each group a set of words, students discuss the meaning of the word, then draw a picture representing the meaning of the word. Class comes back together and shows the rest of the class the pictures and class votes on which picture is the best representation of the word meaning. Pictures

14 Standard 2: Students will read for fluency, comprehension, and purpose in content areas. Benchmark G. consistently confirm and revise simple predictions about the text 2.G.4.1: evaluate and revise predictions as new knowledge is understood Pre-reading activity with a story, teacher makes a list of student predictions on chart paper. As class reads story, we revisit our list and update our predictions. Class discussions Reading journals

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