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Students will understand Teacher will assess student’s participation for the ability
sequence of events and describe to summarize the beginning, middle, and end of the story
the events of A Musical Day in during the whole group read aloud.
the correct order.
Students will use text evidence to Teacher will assess student participation during whole-
analyze and evaluate while group read aloud for text evidence as the reason for their
reading to aid comprehension. analysis or evaluation.
Teacher will assess student understanding during teacher
table center for student’s ability to cite text evidence when
analyzing characters or story events, and making an
evaluation about the story.
Teacher will assess analyzing/evaluating worksheet
during guided reading groups for student’s ability to cite
text evidence when making an analysis or evaluation
about the story.
Materials/Resources:
For Teacher: Journey’s Unit 2 Teacher Edition, chart paper, marker
For Students: Journey’s Unit 2 Student Handbook, pencil
For Guided Reading Groups: Computers, analyzing/evaluating worksheet, short /o/ word sort
folder, book bags
Step by Step plan:
1. Lesson Beginning: “Words to Know” Vocabulary
1. All students will be at their desks. First, we will go over this lesson’s “Words to
Know”. I will point to the word on our “Focus Wall” poster and read the word
aloud. Next, I will ask the class to read it with me. Then, I will ask the students to
define the word or use it in a sentence. If no students volunteer, I will provide a
sentence and ask them to tell me the definition. Finally, I will tell the students that
we will look for these words in our reading this week and study them in our
homework.
2. Body: Mini-Lesson and Focus Story Read Aloud
1. After reviewing our “Words to Know”, I will call the students to the carpet and
ask two students to help handout our Journey’s: Unit 2 textbooks. Once all
students have a textbook, I will ask them to open to page 76.
2. I will ask students to put their finger on the red checkmark and follow along as I
read our “Target Skill” for this lesson. We will read it together 3 times, then I will
ask a student to rephrase what it said. After a student rephrases it, I will explain
that the events in a story happen in a specific order and record the definition for
sequence of events on chart paper. I will ask the students to turn and talk to a
partner about why the order of events in a story is important. Then, I will ask
some students to share what they discussed with their partner. I will record some
of the student’s answers on the chart paper. After the students share, I will point
out the graphic organizer that shows “First®Next®Last” and explain to students
that they can use a chart like that one to help them understand a story.
3. Next, I will ask students to put their finger on the blue check mark and follow
along as I read our “Target Strategy” for this lesson. We will read it together 3
times, then I will ask a student to rephrase what it said. After a student rephrases
the target strategy, I will explain that “thoughtful” readers analyze (think hard
about the story) and find text evidence (clues) to help them understand the story’s
setting, characters, and plot. Next, I will explain that “thoughtful” readers
evaluate (share what they think or feel) the story and use text evidence as reasons
for their evaluations. Finally, I will explain that we are going to practice these
strategies throughout the week.
4. Next, I will tell students that our stories this week are about music. We will read
“Preview the Topic” on pg. 77 together. I will ask students to share some things
they know about music or experiences they have with music. After students share
their knowledge about music, I will ask them to turn to pg. 78.
5. I will explain that this is our focus story for the week. As a class, we will read the
title. I will ask student to share whether they think this is a fiction or nonfiction
book and why they think that. Then, we will read the “Genre” paragraph together.
Before we begin reading, I will remind students that our “Target Skill” is
understanding the sequence of events and that we are focusing on using the
strategies of analyzing and evaluating the story.
6. Before reading, I will ask students to follow along and track as I read. I will start
on pg. 79 by rereading the title. As I read, I will stop and ask questions, such as
“What happened first?”, “How do the characters feel about their aunt visiting?”,
“What text evidence shows us how the characters are feeling?”, and “Why do you
think they like when their aunt comes to visit?”
7. After reading the story, I will ask students to share how they used the
Analyze/Evaluate strategy while we read. If needed, I will provide the following
example: “I noticed that in the illustration at the end the children switched
instruments. I think that this shows that the children are nice and good friends
because they are sharing with each other.” Then, I will tell the class that tomorrow
we will reread the story, think about the sequence of events, and practice using
our Analyze and Evaluate strategy.
3. Centers: Guided Reading Groups
1. Students will break into their guided reading groups. I will explain each center
before dismissing students into groups.
1. Word Work: Groups will sort short /o/ words by ending and practice
reading the words. If done early, groups will right sentences using the
words in their journals.
1. Turtle group, Shark group, Penguin group
2. Reading Strategies: Groups will complete a worksheet to practice
Analyzing and Evaluating stories. They will be asked to cite text evidence
by including a page number.
1. Shark group, Squid group, Turtle group
3. Teacher Table: Groups will go through the story with the teacher and
practice using the Analyzing and Evaluating strategy. Students will work
on the analyzing/evaluating worksheet with the teacher before being sent
to do it independently.
1. Squid group, Turtle group, Dolphin group
4. Independent Reading: Groups will read “just-right” books from their book
bag and practice the strategy of Analyze and Evaluate.
1. Penguin group, Dolphin group, Shark group
5. Lexia: Groups will use the computer to access the online literacy program
and build upon foundational reading skills.
1. Dolphin group, Penguin group, Squid group
4. Closing: End of Guided Reading Meeting
1. As a closing for guided reading, students who worked in the reading strategies
center will share what they analyzed and evaluated in the story. They will also
share the text evidence that led them to their evaluations. After students share, I
will remind the class of the strategy and skill that we are focused on this week by
rereading them aloud.
Key Vocabulary:
• Sequence of Events- Tells the order in which things happen in a story.
• First-What happens in the beginning of the story?
• Next- What happens in the middle of the story?
• Last- What happens at the end of the story?
• Analyze- Think really hard about the story and its details
• Evaluate- Share what the story makes us think or feel (while citing text evidence)
Differentiation:
For lower level readers/writers: Lower level reading groups will be pulled to the teacher table
center during guided reading to work in a small group with the teacher. I will provide extra
modeling for the skill of evaluating and analyzing stories using text evidence. The lower-level
reading groups will have a modified worksheet that outlines the key parts of an
analysis/evaluation more clearly, including “I think… because…” and page number. They will
also have extra time to work on the analyzing/evaluating worksheet because after spending time
at the teacher table, they will rotate to the reading strategies center to finish the worksheet
independently.
For advanced students: The advanced level reading group will have a modified version of the
worksheet that requires them to remember the key parts of an analysis/evaluation, including the
text evidence and explanation.
Learning Experience 2
Sequence of Events and Analyzing/Evaluating Story Details
Student Name: Kayla Taylor Grade Level: 1st Grade Date of Lesson: November 14, 2018
Students will understand Teacher will assess the sequencing worksheet for
sequence of events and describe student’s understanding of sequence of events. Teacher
the events of A Musical Day in will look for correct identification of what happened first,
the correct order. next, and last in the story. Teacher will also assess the
worksheet for understanding that the sequencing is a
summary of the story- this will be shown if students
include only major events/details and put the events into
their own words.
Materials/Resources:
For Teacher: Journey’s Unit 2 Teacher Edition, TV, laptop
For Students: Journey’s Unit 2 Student Handbook, pencil
For Guided Reading Groups: Computers, sequencing worksheet, blends BINGO folder, book
bags, leveled reading books and guided reading group observation binders
Key Vocabulary:
• Sequence of Events- Tells the order in which things happen in a story.
• First-What happens in the beginning of the story?
• Next- What happens in the middle of the story?
• Last- What happens at the end of the story?
• Analyze- Think really hard about the story and its details
• Evaluate- Share what the story makes us think or feel (while citing text evidence)
Differentiation:
For lower level readers/writers: Working with the leveled reading groups will give me the chance
to provide more support to lower level readers and writers. I will scaffold by helping them sound
out words and organize their thoughts into more concise sentences. We will also begin with a
discussion about the events in the story, so they can practice sequencing before they do the
worksheet.
Learning Experience 3
Sequence of Events and Analyzing/Evaluating Story Details
Student Name: Kayla Taylor Grade Level: 1st Grade Date of Lesson: November 15, 2018
Students will understand Teacher will assess the sequencing worksheet for
sequence of events and describe student’s understanding of sequence of events. Teacher
the events of A Musical Day in will look for correct identification of what happened first,
the correct order. next, and last in the story. Teacher will also assess the
worksheet for understanding that the sequencing is a
summary of the story- this will be shown if students
include only major events/details and put the events into
their own words.
Materials/Resources:
For Teacher: Journey’s Unit 2 Teacher Edition, chart paper, marker
For Students: Journey’s Unit 2 Student Handbook, pencil
For Guided Reading Groups: Computers, sequencing worksheet, blends BINGO folder, book
bags, leveled reading books and guided reading group observation binders
Key Vocabulary:
• Sequence of Events- Tells the order in which things happen in a story.
• First-What happens in the beginning of the story?
• Next- What happens in the middle of the story?
• Last- What happens at the end of the story?
• Analyze- Think really hard about the story and its details
• Evaluate- Share what the story makes us think or feel (while citing text evidence)
Differentiation:
For lower level readers/writers: I will walk around as they are doing independent work and help
the lower level readers sound out words they do not know how to spell. I will make notes of what
they are trying to say on their worksheets. When grading, I will not grade them on spelling-only
the sequence of events.