GENERAL COMMENT
AREA
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General
Comments
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VITAL INFORMATION
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Grade/Level
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Grade 2
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Subject(s)
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Reading
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Standards
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USA- Common
Core State Standards (June 2010)
Subject:
English Language Arts & Literacy in History/Social Studies, Science, and
Technical Subjects
Grade:
Grade 2 students:
Content
Area: Literature K–5
- Domain:
Key Ideas and Details
- 1. Ask and answer such questions as who, what, where,
when, why, and how to demonstrate understanding of key details in a text.
- Domain:
Integration of Knowledge and Ideas
- 7. Use information gained from the illustrations and words
in a print or digital text to demonstrate understanding of its characters,
setting, or plot.
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Objective(s)
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The student will identify the characters, setting, and
main idea of the book with 85% accuracy.
BL-2
MI-Visual/Spacial, Linguistic
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IMPLEMENTATION
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Set
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To get students engaged in the our guided reading I will
hold the book up to the reading group. I will ask the students a few
questions:
- Who
are we going to read about
today?
- By
looking at the cover, do you know what the story is
about?
- Does
anyone want to read the title of the book for us?
- Who
is the author/illustrator?
- Have
you ever went camping?
- Show
of hands: did you like it or not? Why or why not?
- What
do you think will go wrong in the story?
I think that graphic organizers are always nice to add in
here, so I would do a two columned chart with the predictions of what will
happen in the story and then later fill out what actually happened.
Attachments:
- 2
column chart Amelia.docx
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Learning Activities/Time Required
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Time Required: 20 minutes per group.
We will start the groups out by handing out prompt cards.
These prompt cards will address several different areas of comprehension and
will ask the students several questions:
- Who
is the main character in this story?
- Who
is the main character in this story?
- What
is the setting of this story?
- Is
there a problem in the story? What is it?
- Which
character in the story is most like you? Why?
- Predict
what will happen next.
- In 3
sentences or less, tell what the story was about.
- How
do you think this story will end?
I only created 8 of these prompt cards but if you go on
Teacherspayteachers.com, you will find a set of free ones that have a variety
of questions. The ones I created better fit my needs for the given standards
and objective.
After handing out these cards to the students, begin
letting the students read a few pages of the book at a time. There are
several different ways you can do this but I prefer the zig-zag pattern where
the student at one ends starts reading and then the student at the opposite
end reads, so on and so forth.
If you choose not to hand out the cards to the students,
you can choose a time to pause in their readings and decide who gets to
answer the questions. It will be good to have discussions throughout the
readings that draw details from the book that can't be answered with a prompt
card, like "did you ever think that fishing was catching a fish with
your bare hands?"
I think it would be good to ask after each section being
read for the students to summarize that section. I think a really great
graphic organizer that could be included in the lesson could be to have
pictures that sequence what happens in the book. Since the purpose is focus
of main characters and setting, I think it would be okay without. I included
it, just in case.
Attachments:
- sequence.docx
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Closure
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To close out the book, I will ask the students a few
questions:
- Show
of hands: was it a good book? Why or why not?
- Have
you ever had a camping trip like Amelia's?
- What
did you learn about camping from the book?
- Were
our predictions correct?
- Did
you see any sight words?
- How
about any vocabulary words?
We will do another run through of the book for the
students to point out a few of the sight/vocabulary words. I want students to
also identify if this is a real or non-believable story and point out a few
reasons why. Here would be where we can finish our prediction chart and then
have the students begin their writing experiences and vocabulary look-up over
camping trips.
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Resources and Unit Handouts
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- Materials
and resources:
"Amelia Bedelia Goes Camping" by Peggy Parish
20 assessment sheets
Prompt cards (minimum of 8)
1 Dry erase marker
1 Prediction Chart
- Technology
resources:
ELMO and dry erase board
- Students
Familiarity with Software Tool:
The ELMO is used everyday and the students will be very familiar with
this tool.
- Since
the book may be limited to students, the book will be placed under the
ELMO and shown on a dry erase board for students to read and use markers
to point out specific words.
Attachments:
- Prompt
Cards.docx
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Grouping for Instruction
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Guided reading is very specific to the different
individual reading levels that all of your students will be at. I think it is
safe to divide these different stages into three groups:
- Students
not meeting reading standards for the grade (lower-level learners)
- Students
meeting reading standards for the grade (middle-level learners)
- Students
exceeding the reading standards for the grade (high-level learners)
This book--Amelia Bedelia Goes Camping--has no extravagent
text. It is referred to grades K-3. I expect to see several students being
able to breeze by but this will be a very good book to really see the
struggles of your lower-level learners. The book has large print and good
spacing, making it easy for your visual learners and most of the words seen
will be sight words that the students should know.
For the entire guided reading lesson (with each group) the
students will make a semi circle and be ready to read when called upon.
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Adaptations / Modifications / Interventions
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Academic: Low-level learners- These students
won't have to read every section of the book on their own. The teacher can
read a bit so that these students can focus on the comprehension part of the
book.
Middle-level learners- These students will be able to read the entire
book and answer all of the comprehension questions as well as pick out many
sight words and identify a few words that we can add to the vocabulary.
High-level learners- These students will be able to read the entire
book and answer all the comprehension questions as well as pick out all of
the sight words and add many words to their vocabulary. However, these
students will not be questioned on the sight words very much and you may have
to limit them because they may know all of the 220 Dolch sight words and that
will decrease time for discussion.
Behavioral: We will go over all the classroom rules
about being quiet while others read and raising hands when you would like to
add something into the discussion. However, I don't feel like the behavior
will be a problem since the teacher is the center of the semi-circle group.
Cultural: Some ELL students may struggle with the
reading of the book, especially if this is their first year being exposed to
English. The best way to accommodate these students will be to work with them
in a 2-on-1 setting: the traditional English student can read and the ELL
student can pick up on how the student's expression has effect on the book.
This book will be great because of its repetition and low reading level: a
good amount of sight words.
Physical: I have the guided reading groups set up
to where they will sit on the carpet in a semi-circle. This may be an issue
for students that are in wheel-chairs. It would be better if the semi-circle
was formed out of desks or was set up at an circle desk made for these guided
reading groups.
- Visually
impaired students will also have a hard time with this since we are
reading quite a bit. My suggestion would be to have two copies of the
book: one for the ELMO and one for the visually impaired student. This
will help them focus on the book while others read and they won't have
to strain to read the screen.
- Hearing
impaired students will need to be in close proximity to the students
that are reading. I would suggest placing them in the center of the semi
circle so that the student isn't straining to hear the student at an
opposite end of the semi circle.
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Technology Integrated
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It is difficult when trying to come up with technology for
a guided reading lesson, but if the students are sitting on the carpet and
may have only one book for the class, then the best idea would be to have the
book under the ELMO. The ELMO will project the pages onto a dry erase board
where students can go up and highlight words they want to know more about or
make note of sight words and vocabulary words.
Parental Involvement
That afternoon, I will send home directions with a blank
page and a lined piece of paper. These directions will direct the parent that
I want students to come up with their best story about camping. For those
that haven't camped, I will address them to write about their favorite bon
fire, fishing trip, or boat ride. I want students and parents to come up with
this story together. The students should draw out the scene with a narrative
of what happened (at least 5 sentences) on the lined paper. The next day, I
want the whole class to share their stories during morning group. The stories
can guide their writing discoveries in the afternoon.
Attachments:
- Dear
Parents.docx
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ASSESSMENT
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Assessment Activity
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I want the assessment to coordinate what happened in the
lesson but be more individualized. I will ask each student to fill in the
camp chart that I have provided for them. The chart will go over all the
areas discussed in the reading: setting, characters, and summary of the
story. I have high expectations for the students' performances.
Attachments:
- Amelia
Bedelia goes camping.docx
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Expectations for Performance
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The reading level on this book is very low. Even for the
low-level learners, I expect them to really have a good comprehension of what
is going on in the book. The characters are familiar to them from past book
readings and the vocabulary is common. Especially with the guided questions
and group responses for the students, I expect them to do well on the
assessment. My only concern is if the assessment may have too many writing
parts for the 2nd graders. Next time I will consider a bit of multiple-choice
which is what they are used to.
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Assessment/Rubrics
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Attachments:
- Amelia
Bedelia goes camping.docx
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