Lesson #1

Orientation

Date(s)​: 2/19/18 & 2/21/18 Topic​: Animal Welfare Content Area(s) This ELA Intervention Lesson
Connects To​:
Social studies - community

Topic Essential Question​:

(​This should be the same every time​.)
What can we do to positively affect our community? How have people had a positive impact on their communities in the past?

Comprehension Objective​: As a result of (not just as part of) this lesson, the learner will be able to demonstrate an understanding
of...
(​This should be unique to each lesson​.)
The learner will be able to use an article to learn information.

Comprehension Assessment​: The learners ability to demonstrate the above understanding(s) will be evidenced in…. Successful
performance will be measured by...
(​This should be unique to each lesson​.)
The learners ability to demonstrate the above understanding(s) will be evidenced in her summaries of each article section.
Successful performance will be measured by her ability to clearly communicate her thoughts.

Minutes For Fluency​: 15 Minutes For Word Knowledge​: 30 Minutes For Comprehension/Writing​: 1:15

Fluency
 Today’s Fluency Objective​:
(​From Instructional Objectives on Case Summary​)
● Student will increase reading rate to 100 WPM in a 3rd grade
passage.
● Student will apply appropriate expression and prosody during read
aloud.
Justification For Today’s Instructional Task(s)​:
(​How are you being responsive to assessment data and progress monitoring
of student performance?​)
I selected humorous poems and poetry about animals to increase student
motivation. I will model aexpression and the rhythm of a poem.

Choice Aspect​: Text(s) Chosen by Student (note title AND level)*​:

Student will select 2 poems from poetry folder to read. I Tried to Take a Selfie
Dog Valentine

Instructional Task with Chosen Text(s)​:

1. Teacher will model reading one poem with expression
2. Student will reread, then read one on own for cold read.

Progress Monitoring*​: Reflection on Student Performance Today*​:

(​Notes and chart cold read prosody or rate data​)
*Sections completed during or after the lesson​.
The student stated that she loves poetry. She seemed please by the
options and thought the poems were funny. She read mostly in 3 word
chunks and did not attend to the rhythm of the poem she selected for
her cold read.

Sample Progress Monitoring Charts

(depending on focus of your objectives)

Prosody ​Rate/Accuracy

Prosody Ranking(s) WPM (cold reads) # of Errors

Lesson 1 Level 2 Lesson 1 78 4

 Lesson 2 Lesson 2

Lesson 3 Lesson 3

Lesson 4 Lesson 4

Lesson 5 Lesson 5

Lesson 6 Lesson 6

Word Knowledge

Today’s Word Knowledge Objective​: Justification For Today’s Sort/Instructional Task(s)​:

(​From Instructional Objectives on Case Summary​)
● The ​student will apply long vowel patterns correctly in writing 4
out of 5 times.
(​How are you being responsive to assessment data and progress monitoring
of student performance?​)
The student is using, but confusing CVCe words and seemed confused by
the concept of long and short vowels. The purpose of this sort is to solidify
the concept of long and short vowels and practice using them.

Sort​: What will the student learn about English orthography from this
sort​?

The student will learn that short vowels often follow a CVC pattern and
some long vowels follow a CVCe (with silent e) pattern. The student
will also note that some words are oddballs and are spelled with those
patterns but do not sound the same.
 Sort Instruction ​(​Provide the steps for each section​)
Teacher-led Sort Introduction​:
1. Confirm that the student is familiar with/can read all of the words in the sort.
2. Introduce the headers and begin by sorting a few words.
3. Ask the student if they know how you are sorting the words.
4. If yes, allow them to sort. If no, sort a few more and think aloud as you do so.
Sort​:
1. Student sorts words under correct headers, saying each word aloud.
Check & Reflect​:
1. Student reads words to teacher.
2. Students states patterns or generalizations.
3. Write sort
4. Student will write 2 dictated sentences using words from the sort. Teacher will provide prompts to support the correct
spelling of each word.
 Blind Sort​:
1. Have the student write headers and make columns on her paper.
2. Read approximately 2-3 from each category, mixed up (not in order) and have her write them on her paper under the
correct headers.
3. Review any mistakes made and discuss why they are incorrect.

Progress Monitoring*​: Reflection on Student Performance Today​:

(​Notes and chart of blind sort data​) The student seemed initially confused by the concept of long and
short vowels, as though she had never heard of them. As she worked
Sort Features % Correct through the first sort she had a hard time attending to the vowel
(e.g., short a, ai, ay) on Blind Sort sounds. After she completed and corrected the initial sort, with
Lesson 1 CVC short vowels, CVCe 67% prompting, she completed it a second time with improved results. She
long vowels then wrote the sort. Her attention to the vowels greatly improved
during the dictated sentences. I think she may have gotten a larger
Lesson 2
percent correct on the blind sort had I given more than 6 words, but
Lesson 3 we were out of time.

Lesson 4

Lesson 5

Lesson 6

*Sections completed during or after the lesson​.

Comprehension

Today’s Comprehension Objective​: Title of Text​: Good Doggo: Furry friends around the world need to find their forever
(​Should match Orientation section above​) homes
● The student will identify author’s purpose for Reading Level of Text​: 380L
writing the text. Text Structure​ (​e.g., narrative, chronological, problem-solution, etc​.):
 Expository - News Article

Strategy Focus ​(​e.g., determining importance​)​: Instructional Task(s) ​(​e.g., think-alouds, semantic feature analysis, QAR​)​:
Author’s Purpose Think-aloud

Justification​:
(​How does this strategy help the student harvest the
content understanding from this text​?)
Determining the author’s purpose will help us set the
intention of learning from the article as the author’s
purpose is to inform. We will then analyze each
section as to why the author chose to include the
information presented. This will help the student
identify the main idea in each section and determine
its importance. This discussion will relate to how and
why people select information to be included in their
own writing.
Justification​:
(​How does this task help the student harvest the content understanding from this text​?
AND, ​how are you being responsive to assessment data and progress monitoring of
student performance?​)
The think-aloud will allow me to model and guide the student if she struggles with
identifying the purpose and key information. It will also allow me the opportunity to
point out relation between other author’s purposes and choices in writing to her own
writing. This is being responsive to the student’s data because she has great difficulty
writing and deciding what information is valuable.

Before Reading Instruction

Hook​ ​(​Pre-reading activity to activate/provide prior knowledge and spark interest -may incorporate vocabulary preview​)​: Discuss that we are
going to do a project that makes the world a better place. Ask what kind of topics the student might like to work with. Explain that
since boy you and the student love animals you found a video of kids making the world better for animals. Watch the video
together. ​https://www.youtube.com/watch?v=H4Fz8i185U0
Begin a brainstorm cluster of ways to help make the word a better place.

Vocabulary Preview​ ​(​How will you preview words if it’s not part of the Hook activity? e.g., word mapping, examine orthography, simply
pronounce and discuss meaning, etc.​)​:
I will present the words in the context of the article, read the sentence to her and discuss the meaning.

Target Words​ ​(​note words, location in text, and ​i​nclude kid-friendly definition​)​:
● International - with different countries, or all over the world
 ○ Found in the introduction - “It started International Homeless Animals’ Day.”
● Society - a group, organization, or club
○ Found in the introduction - “The group is called the International Society for Animal Rights.”
● Volunteer - when you do a job for free to help or be kind
○ Found in “How You Can Help” section - “You can volunteer at a shelter.”

During Reading Instruction

Introduction/Modeling of what the student will do DURING reading ​(​this work should prepare the student for the after reading task
and work toward the Comprehension Objective​)​:
I will discuss the concept of author’s purpose, giving examples of different genres and relating them to author’s purpose. Then I
will tell about a fiction book I am reading. “It is a historical fiction, so the author wrote it to entertain and also to inform - give the
reader an idea of what like was like in WW2. In the first chapter the author described what the character looked like and told me a
little about her family. I think the author chose to include that information in the first chapter to set the scene for me, help me
visualize the character and understand that the character is close to her mother and sister.”
I will then explain that this is a nonfiction news article so the author probably wrote it for a different purpose than my novel.

Instructional readers are working on developing independence with silent reading, so you will use the Directed
Reading-Thinking Activity (DR-TA) format of reading sections for a purpose and then stopping to think about what was
read to help student actively work their way through a text. ​List the stopping points and note the target content to
address with the during reading task at each stopping point with attention to how it connects to the Comprehension
Objective​:
● Stop at the end of each section and summarize the section.
● Discuss discuss why the author chose to include this information. Does it support what we thought the author’s purpose
was? What did the author want us to learn?
1. First section is the introduction, but has no heading - introducing the article
2. End of “International Homeless Animals’ Day” section - IHAD is a day to make people aware of homeless animals and help
them.
 3. End of “Teaching Animals How To Be Pets” section - A large shelter in Thailand helps animals become adapted to living in
homes.
4. End of “How You Can Help” section - There are many things people can do to help homeless animals.

After Reading Instruction

After Reading Task​ ​(​What will the student do after reading to work with the information gained during reading? If the After Reading Task is
also the Writing Instruction, note that here. Do not write out the same activity here and in the writing section​.)​:
After reading add new ideas found in reading to cluster web.

If the After Reading Task is not the Writing Instruction, how does the After Reading task move the student closer to
answering the EQ​?
This after reading tasks completes the brainstorm we started based on the EQ.

Reflection on Student Performance Today​:

(​Be sure to comment on ​how independent​ the student was and what supports were needed for success. Reflect back on before, during, and
after. Address student ​self-monitoring, stamina, and engagement​. Address evaluation of the ​Comprehension Objective​.)
The student was very successful with this task, after the introduction of the activity she was very independent. She needed some assistance
with the words - foundation, Soi, and Thailand, which indicated that she was self-monitoring. She was engaged with the article and stopped to
talk about the photos.. She was aware of the author’s purpose to inform and was able to indicate the main idea of each section and explain why
the author would chose to include the information. She looked back at the text to spell words for her cluster web.

*Section completed during or after the lesson​.

Writing

Today’s Writing Objective​: Justification For Today’s Instructional Task(s)​:

(​From Instructional Objectives on Case Summary​) (​How are you being responsive to assessment data and progress monitoring
of student performance?​)
 ● Student will increase writing stamina from 4 sentences to 8 in a 25
minute time period.
● Student will increase self perception of writing ability through
reflection.
● Student will add details to writing when rereading for revision.
I have selected a writing prompt about her dog, which will engage her due to
her love of her pet. It is also a topic I expect her to have a lot of information
on. The intention is that the topic will be one that she will find easy to write
about which will allow her to write more than usual, building her writing
stamina and confidence. We will focus on adding adjectives to describe her
dog so she can work on adding details.

Instructional Task​:
The student will write about one of her pets and what she does to make the world a better place for her pet. We will focus on
adding details to the writing.

How does this instructional task move the student closer to answering the EQ​?
This activity will make the idea of doing positive things for others personal and will allow the student to evaluate what she already
does.

Does the Comprehension Assessment occur in the After reading work or in the Writing section or both? AND How was
performance evaluated​?
The comprehension was assessed continuously as she read and discussed each section.

Reflection on Student Performance Today*​:

The student did well with the prompt and stated at the end, “That is the most I’ve ever written!” She was so proud she showed her
mother when picked up who concurred that it was in fact the most. While she did build stamina, writing 9 sentences, there were
many run on sentences with - and she _____ and she _____ and she… Her handwriting is very messy and accurate sight word
spelling is sporadic, for example spelling him correctly in one sentence and HEM in the next. She also tends to write the letter B
capitalized due to confusions with b and d. I will continue to build stamina and confidence before focusing on these aspects, as she
stopped often for reassurance and needed to be told multiple times, not to worry about the spelling and focus on getting the ideas
down.
*Sections completed during or after the lesson​.