June 30, 2018
|
by Catherine Crider

Lesson plan

Reading Round Up!

(2 ratings )
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EL Adjustments

Students will be able to demonstrate reading comprehension and letter knowledge through completion of a variety of activities.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(5 minutes)
  • Call students together.
  • Read Brown Bear, Brown Bear, What Do You See? by Bill Martin, Jr.
  • While reading, encourage students to look at the picture on the next page to anticipate words in the story. After reading the story once, read the story again encouraging students to “read”/recite the story along with you.
(5 minutes)
  • Tell students that today they will have the opportunity to show how much they know about letters and reading.
  • Ask for some student volunteers to name a letter of the alphabet. Sing the “ABC Song” as a group.
  • Introduce students to the various centers they will rotate through:
    • Letter Sequencing: Have a collection of letter cutouts, letter magnets, etc., for students to pick through. Explain to students that the goal at this center is to put the letters of the alphabet in order.
    • Letter-Sound Recognition: An adult should be at this center with pictures of various animals (e.g., dogs, cats, elephants, pigs). After showing these to students, students should isolate the beginning sound and say what letter makes it. (For an extra challenge, students can isolate a middle or ending sound and identify the appropriate letter.)
    • Uppercase and Lowercase Letter Recognition: Have students match up cutout upper and lowercase letters. (For an extra challenge, students can find and cut these letters out of magazines.)
    • Reading Comprehension: Have students draw a picture of something they remember and think was important from the Brown Bear story read at the beginning of the lesson.
(5 minutes)
  • As each center is explained, ask for a student volunteer's help to demonstrate how the supplies at the center should be used.
  • As a whole group, discuss how to rotate between centers, when to know it’s time to rotate, and where supplies are located.
  • After checking-in to make sure that everyone understands how to complete the centers, break students off into groups.
  • Before sending students off to work, remind them of any independent work rules (i.e., only speaking in a whisper, raising hands for needs, etc.).
(30 minutes)
  • While students are working, any adults in the room should be circulating, answering questions, and assessing student abilities in pre-reading/reading skills.
  • Playing quiet music in the background can help to set a good working mood and keep conversations to a minimum.
  • Having a clear rotation of centers and a clear signal to rotate is essential to help keep chaos and confusion to a minimum.

Support:

  • Working with a partner can help to scaffold this activity.
  • Offering alphabet charts and other visuals can be an important aid for students in completing some of the activities.

Enrichment:

  • For students needing a greater challenge, encourage them to create a list of words they already know how to read.
(5 minutes)
  • Adults should take anecdotal notes about student answers to questions around their thought processes in completing the activities. These can be used to make determinations about what students know.
  • Student accuracy in identifying letters, sounds, and answering questions about texts at the centers should be noted.
(10 minutes)
  • Call students back together.
  • Ask students to share about their experiences. What did they most like to do? What did they find most difficult?
  • Ask students to set a goal for something they would like to learn how to do in reading class this year. As students share, write these down and have students illustrate them. Then, post these somewhere in the classroom.
  • End this time together by having everyone say, “Reading is fun!”

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