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Indiana Wesleyan University Elementary Education Lesson Plan Template Reading, Writing, and Oral Language 2007 ACEI Standards Readiness

This lesson plan template outlines a reading lesson focused on developing visualization skills. The lesson includes 5 stations rotating between guided reading, listening to a story and drawing, word sorting activities, sound identification, and a history research task. The goal is for students to practice creating mental images while reading and listening. Student understanding will be assessed based on their completed visualization flipbooks. The teacher will reflect on how effectively the lesson helped students develop comprehension through visualization.

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108 views3 pages

Indiana Wesleyan University Elementary Education Lesson Plan Template Reading, Writing, and Oral Language 2007 ACEI Standards Readiness

This lesson plan template outlines a reading lesson focused on developing visualization skills. The lesson includes 5 stations rotating between guided reading, listening to a story and drawing, word sorting activities, sound identification, and a history research task. The goal is for students to practice creating mental images while reading and listening. Student understanding will be assessed based on their completed visualization flipbooks. The teacher will reflect on how effectively the lesson helped students develop comprehension through visualization.

Uploaded by

api-303042919
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Emily Oke

Indiana Wesleyan University


Elementary Education Lesson Plan Template
Reading, Writing, and Oral Language
2007 ACEI Standards
READINESS
I.
Goals/Objectives/Standard(s)
A.
Goal(s)Develop reading comprehension strategies
B.
Objective(s) - After completing the stations, students will discuss the
comprehension of visualization through written and verbal language.
C.
Standards
2.RL.1: Read and comprehend a variety of literature within a range of complexity
appropriate for grades 2-3. By the end of grade 2, students interact with texts
proficiently and independently at the low end of the range and with scaffolding as
needed at the high end.
2.RL.2.1: Ask and answer questions (e.g., who was the story about; why did an event
happen; where did the story happen) to demonstrate understanding of main idea
and key details in a text.
II.
Materials
Leveled texts for guided reading
Recorded book about Thanksgiving
Way to play recorded book
Art supplies
Bin of sand
Objects to put in sand
Recorded sounds
Way to play sounds
Visualization flipbook
III.
Anticipatory Set (5 mintues)
I will have a list of What am I riddles.
I will put them up on the screen and students will get to discuss with their neighbor what the answers
might be.
Students will whisper response what they think the answer to the riddles are.
IV.
Purpose: The purpose of the reading block today is to develop a way to
help us understand reading and to learn about Thanksgiving.
PLAN FOR INSTRUCTION
Use major concepts, principles, theories, and research to construct learning opportunities
that support students development, acquisition of knowledge, and motivation.
(ACEI 1.0)
V.
Adaptation to Diverse Students
The station groups will be sorted by reading ability.
A timer will be up to inform students of the time
Some of the words will in Spanish in the instructions for M
Students will be reading to themselves in the guided reading. A few of our students are self-conscious
(though are our stronger reader).
(ACEI 3.2)
VI.
Lesson Presentation (Input/Output) (10 minutes)

Emily Oke

Hopefully, while thinking of the answers to the riddles, you pictured what they
animal may look like in your head. When I said that an animal was red and black,
you began to picture all of the red and black animals in your head. I want you to
give me a thumbs up if you ever create pictures in your head. Now, I am going to
read a few sentences in your head, and I want you to picture it in your head. (The
hot sun beat down on the creamy chocolate chip lump. The drips of melted goo
slipped down the cone and onto his hand. He took a big lick of his favorite flavor
and enjoy the cold snack.) I want you to whisper response to me what you pictured
(looking for ice cream). Right! Sometimes we use pictures in our heads to help us
understand what we are reading. We read something and create a movie in our
heads. Have you guys ever done that? Let students respond. Today we are going
do stations like we did the other day for science, but you will get more time at the
stations. You will get 15 minutes at each station. (I will give short instructions for
each station.) The station you will start at is up on the screen. Just like the science
stations, there will be a timer on the screen and you will follow the arrows on the
floor. I will say class, class, to get your attention to tell you to move. Class, class
(Yes, Yes). Please move to your first station.
(ACEI 2.1)

Stations: (15 min per station = 1 hour and 15 min)


Station One Guided Reading
o Pre-reading:
Do you guys remember before how we were talking about
visualization?
Discuss anchor chart
Discuss the five senses
o Reading:
Each text will be chunked differently. I will have the chunks marked on
my copy.
The purpose of each text will be to have the students visualize what
they are reading.
Students will be reading to themselves
o Responding:
Did you enjoy this text?
What was your favorite part?
What did you dislike?
What did you picture as you read?
Did anything in your picture change as you read?
Was your picture different from your neighbors?
How would you change the text?
o Exploring
Allow students to decide on parts to reread.
If student cannot decide, I will have one two parts picked out in each
passage.
o Applying
This will occur in the next station where the students listen to a story
and draw a picture about that story.
Station Two Listen and Draw
o Students will listen to a story about Thanksgiving.

Emily Oke

o After listening to the story, students will draw a picture of what they pictured
while listening to the story.
Station Three Word Dig
o Students will work on long and short vowels.
o Students will dig objects out of sand and sort them into long and short
vowels sounds.
Station Four Name that Sound
o Students will listen to a variety of sounds
o After listening, students will guess the sound they are hearing.
o Once students name all the sounds, they will work on the visualization flip
book
Station Five History
o Students will research an aspect of Thanksgiving.
o A common misconception will be addressed in this station
o Students will have the opportunity to discuss what they learn at this station.
(ACEI 3.3)
VII. Check for understanding. (10 min)
Students will return to their seats. I will ask them to discuss with a partner the sentences
or items they placed in their flip book. While listening to students discussion, I will
gauge their understanding. If the students seem to be having difficulty, I will take a
childrens book and discuss how the author draws pictures in order for people to
better understand the text.
VIII. Review learning outcomes / Closure (5 min)
I will ask student a variety of questions. (what do you do when you read? Do you create
pictures in your head? What is that called? When should we use visualization?)
PLAN FOR ASSESSMENT
Students will have turn in their drawing as part of the assessment. The main assessment
will be the students visualization flip book. I will use this to gauge the students
understanding and comprehension of visualization.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1.
How many students achieved the lesson objective(s)? For those who did not,
why not?
2.
What were my strengths and weaknesses?
3.
How should I alter this lesson?
4.
How would I pace it differently?
5.
Were all students actively participating? If not, why not?
6.
What adjustments did I make to reach varied learning styles and ability levels?
a.
Blooms Taxonomy
b.
Gardners Multiple Intelligences
7. Where the activities at the groups appropriate?
8. How did the students respond to the different content areas in on lesson?
Revision Date: September 12, 2016
2007 ACEI Standard

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