LESSON PLAN FOR READING/WRITING INTERVENTION Lesson Number: 4 Date: 4/16/12 Instructional Reading Level: Red Your Name:

Marissa McCarty Students Name: Joseph Bernard

Note: Be sure to use one or more strategies from the Reutzel & Cooter textbook in your lesson. Include the page numbers in your lesson plan.(R&C p.) You may also include strategies from other literacy course texts or resources. Connect activities to a common theme. READING BEHAVIORS OBSERVED FROM LAST TIME (What behaviors did you observe in the last lesson that will be addressed in this lesson?) Based on the last few visits with Joseph and the fact that he was absent during one of the days we were supposed to work together last week, I want to continue to put an emphasis on comprehension. In order to strengthen his comprehension skills I am going to use the other graphic organizer strategy from the Reutzel & Cooter text. I will be using the visual representations graphic organizer as described on page 355 (R&C p. 355) I also want to introduce the strategy of decoding in order to leave him with something that he will be able to use after our time together. The strategy I want to use is the strategy Stomping, Clapping, Tapping and Snapping Sounds. (R&C p. 188-189) I. REPEATED READING (Have the child read a familiar text to develop fluency.) Title: Penguins by Liz Pichon Level: Blue Blue A. OBJECTIVES: (What reading/writing behaviors will you be developing? These should be student-centered objectives and include why you are doing what you are doing.) 1. Student will be able to to read passage with 90% accuracy for the first read. 2. Student will be able to read passage with 95% accuracy for the second read. 3. After reading, student will be able to explain the story with 90% accuracy for the first read. 4. After reading, student will be able to explain the story with 95% accuracy for the second read. B. PROCEDURES: 1. Joseph will read the story to gain fluency. 2. Joseph will then do a retelling of the story in order to check where his comprehension level is. 3. Joseph will listen to the story as I read to him. 4. Joseph will then retell the story again checking to see if he could comprehend more after I read the story to him. II. GUIDED READING (Guide the child through the reading of an unfamiliar text.) Title: Penguin and Little Blue by Megan McDonald Level: Red A. BEFORE READING (Build background knowledge, establish purpose, provide motivation and direction.)

1. OBJECTIVES: 1. Student will be able to complete a word sort using words from the book with 90% accuracy. 2. After completing a picture walk of the book, the student will be able to complete an anticipation guide with at least 5 things that they can predict will or will not happen in the book. 2. PROCEDURES: 1. Joseph will complete the word sort that has words from the book. He will put the correct words in the correct columns. 2. Joseph will do a picture walk of the book, noting what he thinks the story is going to be about. 3. Joseph will complete the first stages of the anticipation guide based on what he thinks is going to happen. B. DURING READING (Use prompts to remind child to use strategies for processing print. Encourage an active response to text. Tell what prompts youll use where in the text.) 1. OBJECTIVES: 1. Student will be able to use think-alouds to help them remember important information that will be needed for the anticipation guide with 80% accuracy. 2. Student will be able to use sticky note tags to help remember places in the book that will help them fill out the information for the anticipation guide with using at least 3 sticky notes. 3. Student will read the story with 80% accuracy since the reading is at the students instructional level. 4. Student will be able to incorporate the Stomping, Clapping, Tapping and Snapping Sounds strategy with 80% accuracy. 2. PROCEDURES: 1. Joseph will read the story. If help is needed, he will be able to ask as long as he tries to pronounce the words before getting help. 2. Joseph will stop during the reading to do think-alouds on what he thinks about the text. 3. Joseph will stop during the reading to put down sticky note tags that he thinks will be important for use with the anticipation guide. 4. Joseph will stomp, clap, tap or snap the syllables of words that he comes across that he does not immediately know how to pronounce. C. AFTER READING (Extend and elaborate ideas from the text; build comprehension with story mapping, character mapping, oral retelling, discussion, etc.) 1. OBJECTIVES: 1. Student will be able to revisit the anticipation guide and make the necessary corrections with 95% accuracy. 2. In order to build comprehension, student will be able to put story excerpts in the right order on a sequence chart with 90% accuracy. 2. PROCEDURES: 1. Joseph will look through the book in order to complete the rest of the anticipation guide.

2. Joseph will look at the excerpts from the book and put them in the correct order on the sequence chart. III. WORD STRATEGY INSTRUCTION (Work on phonics, sight words, vocabulary, fluency, etc.) Word Ladder from Bird to Fish 1. OBJECTIVES: 1. Student will be able to use clues to change the word bird to the word fish. 2. Student will be able to illustrate their understanding of words and word structure by completing the word ladder. 3. Student will be able to complete word ladder with 90% accuracy. 2. PROCEDURES: 1. Joseph will listen to clues to guess the next word in the ladder. 2. Joseph will complete the ladder to the best of his ability, given hints if needed. IV. WRITING ACTIVITY (Have the child do a writing activity related to the reading, such as a written retelling or a written response or informal brainstorming and mapping. This can be developed at any point in the lesson.) 1. OBJECTIVES: 1. Student will be able to write a buddy journal about penguins that will contain at least one paragraph. 2. After reading the books about penguins, the student will be able to write a journal that connects to the story with 90% accuracy. The journal must include an introduction, a body, and a closing. The journal must include capitalization, punctuation and proper indentation up to 90% accuracy. 2. PROCEDURES: 1. Joseph will write a buddy journal about penguins based on what he learned from the books. 2. Joseph will be able to use the story as a reference for what to write about. He will also be able to use the computer if further research is needed. V. READ-ALOUD TEXT (Choose a book connected to the childs interests. Reading to children expands content knowledge and awareness of text structures, develops listening skills and models fluency.) Title: _Mr. Poppers Penguins______________________________ Author: _Richard and Florence Atwater ______________________ Reason selected: I chose this book because the last time I met with Joseph he asked for a book about penguins. I also chose to change the read aloud text that I had been using because I felt like he had lost interest in the dinosaur book we were using. I also wanted this lesson plan to flow smoothly and I think it helps that all the books are based on the same topic. 1. OBJECTIVES: 1. Student will be able to gain fluency and comprehension skills by listening to me read a story to him by sitting in his chair and paying attention for 5 minutes.

2. Student will gain good reading habits by watching me read a story to him and show him the correct way to listen by sitting in his chair for 5 minutes. 3. Student will be able to retell the story with 95% accuracy. 4. Student will be able to recall the story the next time by retelling me what he remembers before starting again and will be able to recall at least three details. 2. PROCEDURES: 1. Joseph will listen to me read 2 chapters of the story every day. 2. Joseph will retell the story after we have read what we needed to for the day. 3. The next time we meet, Joseph will recall what he remembers of the story before we start reading again. Bird to Fish Target Word Bird Bid Bad Bat

Letter Changes Required -1 Change 1 Change 1 +1

Bath Bash Cash Crash Rash Dash Dish Fish

Change 1 Change 1 +1 Change 1 Change 1 Change 1 Change 1

Clue To name a price for an item. Opposite of good. A small mammal that flies at night. When you sit and wash your body, you take a _____. To strike something hard. Money. When two cars hit they have a _____. Small red, itchy bumps on your skin. To run a short distance fast. You put food on this. Another name for plate. An animal that has gills and lives in the water.

BIRD

FISH