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11255 North Torrey Pines Road, La Jolla, CA 92037-1011 • Phone (858) 642-8320 • Fax (858) 642-8724 • www.nu.edu
Lesson Plan Design
Subject: ELA Grade: 2nd Lesson Topic: Oral Language & Listening Comprehension
Candidate’s Name: M’Laura Yates ID # 040134123
Site Supervisor: Carol Byers NU Supervisor: Jessica Bowman_______
Date: _______November 27, 2018____________________
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, behavior expectations)
CA Academic Standard Rationale:
SL.2.1 Participate in collaborative conversations To meet the state requirements for
with diverse partners about grade 2 topics and speaking and listening standards
texts with peers and adults in small and larger for comprehension and
groups. collaboration amongst students,
SL.2.2 Recount or describe key ideas or details their peers and adults. All children
from a text read aloud or information presented need to have ample opportunities to
orally or through other media. take part in a variety of rich,
structured conversations—as part
SL.2.3 Ask and answer questions about what a of a whole class, in small groups,
speaker says in order to clarify comprehension, and with a partner. Children
gather additional information, or deepen become fluent readers as they
understanding of a topic or issue. engage in lots of easy reading,
have daily opportunities to hear and
Prior Learning: participate in expressive oral
Students have daily practice working with common reading, and participate in repeated
sight words and high-frequency words. Prior reading activities. One of the major
knowledge that students demonstrated included ways that people become fluent
ability to adjust and apply different reading rates to readers is by reading something
match text. Students have also begun using over several times. Repeated
punctuation to enhance phrasing and prosody reading helps children develop
(end marks, commas, etc.). fluency because with each reading,
their word identification becomes
Focus Learner/Behavioral Expectations: quicker and more automatic,
*Most students in class are active, social, and freeing attention for expression,
have an average motivation to read. The class phrasing, and comprehension. The
tends to be kind and cooperative which sometimes children in this class for the most
manifests in overeager helpers. Students will be part understand phonics, letter
reminded of class procedures and expectations identification, and read at a
and that they are to take turns and raise their developmentally appropriate
hands. beginning 2nd grade level.
*Students are expected to be safe, respectful, and
responsible in the classroom. This includes Through this activity, students will
cooperative learning activities and working in be given practice with reading
groups. appropriate level texts to increase
fluency. ELL students will benefit
from repeated reading in a group
setting where they can practice
English in a comfortable, supportive
environment. English has many
sounds that do not exist in other
languages. It is important to have a
word wall with high-frequency
words on cards with pictures for
ELLs to refer back to.
2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)
Purpose: Rationale:
Students will recount or describe key ideas or Sixty-five percent of the students in
details from a text read aloud or information this class are at grade level in
presented orally or through other media. phonics and letter identification.
*Students will read more accurately and with more Fifty percent are reading at a
expression due to rereading. beginning 2nd grade level, as
*Students will become more fluent through demonstrated through their
consistent word identification, putting phrases into AimsWeb scores. With the average
meaningful units, and good use of expression. motivation held by most students
for reading, this activity will help
Mastery will be measured through teacher foster a desire for students to read
observation and retelling of the story. books about history and be able to
recount the story.
Mastery of fluency will not be measured at the end
of this lesson, but after a series of lessons and In this lesson, students will engage
practice in reading groups the teacher will assess in a full group read aloud and
students individually and in groups on student vocabulary review. Some
ability and understanding. questions will be longer and more
complex, and these questions will
be asked of the higher level
readers. The shorter, less complex
portions will be given to students
whose reading skills aren’t as
strong.
Students will work together to
recount the story and remind each
other about the vocabulary words.
They will also be able to connect
parts of the story to their own lives.
3. Pre-assessment Activity: (Determine students’ abilities to achieve the learner outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )
Students are expected to be successful in this Rationale:
activity based on previous exposure to read Considering the various aspects of
alouds, and their levels of understanding oral the students who make up this
language and listening comprehension. class, the students are ready to
move into the rereading of texts for
Linguistic Background: oral language and listening
21 students speak English at home comprehension. The students are
1 student speaks Spanish at home motivated to read and have
4 students speak Hmong at home collectively demonstrated average
5 students are ELL abilities in text level reading. We
have been working on high-
Physical, Social, Emotional frequency words for our word wall
Students are very active and social. Group tends and the students have been
to be kind and cooperative. practicing inflection and voice
projection.
Socioeconomic Cultural Considerations
School has a high socioeconomic group with
mixed African American, Asian American, Filipino,
Hispanic, and White ethnicity. 6 students have
IEPs.
Health Considerations & Attendance
0 student with physical disabilities. Very good
attendance
Interests, Motivations, & Extra Curricular
Developmentally appropriate interests. High
motivation to read.
4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify
Learning Activities based on learner characteristics to meet the needs of ELL & special needs
students, highly achieving students and low achieving students)
For all students, review of expression, along with Rationale:
modeling of fluent reading through read alouds will In order to develop fast, expressive
help students practice their oral language and reading students need to be
listening comprehension skills in a supportive and exposed to books and stories that
comfortable environment. are at their reading level, and not
too difficult.
Modifications for all ELL:
-Use pictures along with words on words on word Teacher reading aloud of the book
wall with the whole class following along
-provide context to new words to help students is beneficial for all levels of readers.
understand the meaning.
-Connect new words to what students already Adding pictures to words will help
know. the ELLs learn new words by
-Provide easy reading for all levels of students to providing context.
develop fluency skills.
Have small groups review story
Modifications for High Achieving Students: orally in their own words before
-paired with struggling students to assist beginning reading.
-called on during shared work to model
-provide additional worksheets with deeper Teacher helps students say words
meaning and develop expression by
-more comprehension related work modeling words first and then
-class helper during seatwork time having students parrot back.
Emphasis placed on watching lips
for letter/sound formation.
Adaptations for higher achieving
students can be applied during
independent work times. They can
also help lower achieving students
during group collaboration time.
5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)
Warm up/ Review: Rationale:
-Introduce new vocabulary words. A variety of materials is used to
-Review challenging words. meet the multiple learning needs of
- Review earth forces and gravity stories we’ve all students.
already read.
Visuals: Each student needs their own copy
- Story Cards “Apples and Gravity”
- Vocabulary cards with pictures of the story, so they can follow
-Whiteboard to write graphic organizer on along at their own pace and have a
Centers and guided: visual for what they are reading.
Reading groups with books for each student.
Gravity station to explore the concepts.
Assessment:
Teacher listens to students retell the story
6. Learning Activities: Explicit Teacher Instruction - (Explain, model, demonstrate, check for
understanding)
Teacher will first share the learning objective with Rationale:
students and why it is important to develop oral We want students to become avid
language and reading comprehension. and enthusiastic readers who get
pleasure and information from
Teacher will introduce new vocabulary words and reading.
have students use them in a sentence. Think, In addition to print concepts and
pair, share. phonological and phonemic
awareness, the foundation for
Teacher will read story to students and ask success in learning to read and
students questions along with each card to assess
understanding. write requires that children learn to
read words in context quickly and
Have small groups gather around the room at accurately and with appropriate
strategically placed tables to read together and to expression. These activities will
each other. Students who need extra practice will help the students begin to develop
recite out loud more than once. these skills.
Teacher will model how to use objects in the Sharing the objective is essential
gravity center. for students to know what is
expected of them.
Check for Understanding:
Modeling by the teacher is essential
Teacher joins each group for a short time to hear for students to hear and see what is
the students reading and to make comments and going on and what is expected from
suggestions. the students.
Using pictures at the word wall
reinforces words and sounds for
ELLs.
Working in groups gives students
the opportunity to develop their
verbal and social skills while they
are advancing academically. It also
gives student who are shy or
reticent to volunteer more
confidence to participate.
7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)
Have individual students mark the page(s) they Rationale:
are going to read. Students need opportunities to
practice skills learned under the
After students mark their page they will get into direct guidance of the teacher in
groups according the pages they will read. order to ascertain whether the skills
have been learned. This activity
Students will take turns in their groups to read to allows the students to demonstrate
each other. They can then give suggestions and their proficiency with fluency while
encouragement to their classmates on the same the teacher assesses the skill level
pages they are reading themselves. of each student and whether they
have retained the information being
Check for Understanding: taught.
Teacher roves around the room, listening for If necessary, the teacher can
fluency and correct expression. Students redirect or give suggestions to help
demonstrate their understanding through reading students who may still be struggling
of the roles they have been given and their until she is satisfied that the
dramatization of the role along with correct students are able to apply the
expression. correct expression to the reading.
8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent
activities are assigned assuming that students understand the concept well enough to work on their
own.)
Independent practice is completed in the form of Rationale:
taking the book home and practicing their reading Independent practice is a way for
with their families. the teacher to assess the level of
understanding for the students. It
The teacher will also sit at a table and hear also provides a time for students to
students who need additional support individually. get one-on-one practice at their
level in the area of concern.
The lowest performing students will be in a guided
group with the teacher to have additional practice Independent practice is only
with vowels and expression. Teacher will model
the sounds, expressions, and vocabulary words implemented once the students
first. Then the students will repeat, pointing at the understand the concept well
letters and words as they read them.
enough to work on their own.
As students complete their reading they can rotate
to these centers:
Gravity Center
9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’ learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)
Formative: Rationale:
Teacher observation in large and small groups as Oral language and reading
they complete the activities listed above. Radio comprehension should be
reading/or rereading is a great way for students to assessed from the beginning of first
practice reading in partners. The students can grade. All students should be
also answer comprehension questions posed by assessed a minimum of once
the teacher as they are in their groups. quarterly to be sure adequate
progress toward end of year and
Summative: IEP goals are made. Students who
Individual assessment before conference times. are identified as “at risk” should be
monitored and assessed more
often to allow for time to implement
intervention and to observe its
effectiveness.
Teachers can tailor their instruction
during activities to specific students’
needs as they are informed about
them through assessments.
10. Closure: (Describe how students will reflect on what they have learned.)
Students return to the carpet and share what they Rationale:
have learned with the student next to them and All students must learn to reflect on
then read favorite part to the group with explicit their learning and verbalize what
expression. Students can read chorally or they learned and how they learned
individually according to their comfort level. it. This helps them focus on what
Teacher refers to the objective and reinforces the their current pathway is and gives
reason this lesson is relevant. Teacher gives examples for future review. This
students positive reinforcement and pats on the type of closure is very important to
back for a job well done! tie all aspects of learning together.
Sometimes, this time of sharing is
when some students get a
breakthrough in understanding
through the explanation of one of
their peers.
