Guided Reading Lesson Plan Pdf 2q2e27

LESSON PLAN The following is a sample of the Lesson Plan format used by the University. Lesson Topic/Focus:

Summarising & Paraphrasing

Date:

24/11/2014

AusVELS Domain(s):

English

Year level(s):

5/6

AusVELS strand (s):

Discipline Based Learning

L e s s o n 60 minutes duration:

AusVELS sub-strand(s):

Literacy

AusVELS Dimension(s) or Religious Education Guideline:

Reading and viewing

Learning Standard(s)/Outcome(s): For students to use the text and the main idea sort sheet to assist them in writing a summary. At the conclusion of this lesson, the students will know/understand that: summarising and paraphrasing the text will assist in making the meaning clearer. 
 At the conclusion of this lesson, the students will demonstrate the skills/strategies of: summarising and paraphrasing. Assessment:

- Teaching Group - Anecdotal notes - Collecting work samples Assessment criteria for analysis:

- Can use the discussion at the end of the lesson to summarise what has happened in the text - Paraphrases to create a succinct summary of the text Teaching focus: A. the pre-service teacher's teaching skill for observation by Associate Teacher; - Continue taking anecdotal notes during guided reading session to build understanding on individual students learning capabilities B.

teaching skills that the pre-service teacher would like to personally develop. - Self-confidence

Background to the learning: A. References for teacher background knowledge Main Idea Sort activity sheet OLSEL chart Text- Architects and Architecture B.

Identify students’ current knowledge Understanding of synonyms and antonyms Understanding of word types

Lesson resources: Vocab chart Book as per group Architects and Architecture Lesson content: A. Introduction

5 mins

Motivation and ‘tuning in’ strategies to revise current knowledge, to gain insights into what the students already understand, to engage the students or to introduce new learning; list the key questions to use Gather students on the floor and discuss vocab chart o What type of words are these? o What is a synonym? o What is an antonym? o What is a definition? B.

Development 20 mins Explore/elaborate/restructure/develop the concepts, understandings, skills or attitudes; teaching and learning strategies that will be used to achieve this; summarise (list instructions) approaches or activities to be used; list the key questions to use Complete the vocab chart on the text, architects and architecture, making sure all children in with the discussion. Ask guiding questions such as: o Who knows what type of word this would be? o Can you come up with a definition for that word? o Can you put that in a sentence? o What is an antonym for this? o What is a synonym for this? o What do all of these words have in common?

C.

Consolidation, practice, extension 30 mins Assign work tasks, which apply the concepts, skills, understanding and/or attitudes; ways of extending the learning of ideas/understandings; ways of scaffolding learning for students who require extra assistance There are four reading groups. Blue Group and Yellow Group will be participating in completing reading strategy activity- reading the text and using the main idea sort sheet to help write a summary Red Group and Green Group will have 15 minutes of guided reading (with teacher) and 15 minutes of independent reading (swapping half way through this section of the lesson) Guided Reading Group: o Use guided reading as the instructional strategy. Have students read the blurb and the front cover of the print-based text they are reading. Ask questions to guide student reading. Have students set individual goals that will assist them in been successful in summarising and paraphrasing the text. State success criteria. o Break the text into sections. Discuss thinking routine ‘headlines’ and explain to students that this thinking routine has them come up with a quick summary of the big ideas or what stands out. Students read each section quietly in their heads while the teacher listens to each student read parts of the text aloud. At the end of each sections students share and discuss their headlines, noting and clarifying to make meaning of the text. o At the end of the read discuss student meaning of the text, have students summarise and paraphrase parts of the text to see if they have understood the text and the ability to summarise and paraphrase effectively. Explore each of their headlines (written on sticky notes) and see how these have changed or evolved after reading the whole text. o Have students re-think their goals for the lesson, restating success criteria to the students in the focus group so they know if they have been successful.

D.

Closure 5 mins Summarise the key issues in the lesson; list the strategies employed to determine what the students have learnt; questions that will be posed to the students’ reflection on learning One person from each of the group’s reports back to the class about what they have read and how their group worked together.

Lesson/activity transition: Step 1: Packing away books and putting these back where they belong Step 2: Tidying the classroom Step 3: Getting ready for E.R.P