Guided Response: In addition to responding to your instructor’s comments and questions, respond to at least two of your peers. Ask questions to push your classmates to be more specific about their literacy planning. Compare your routines to theirs. How are they similar? How are they different?
My work : Routines for Literacy Learning ( so Compare my routines to theirs. How are they similar? How are they different?)
Broad Instructional Goals:
Ø To develop an interest and make sense of printed material
Ø To learn letter to sound correspondence
Ø To read words and identify sounds that makes words
Ø Participate in a shared reading of the story, The Gingerbread Man
Four Block Lesson Plan:
First Block: Self-Selected Reading
Second Block: Guided Reading
Third Block: Working With Words
Fourth Block: Writing
Time: 15Minutes
Time: 20 Minutes
Time: 25Minutes
Time: 30 Minutes
On the first lesson of self-selected reading, each pupil will try to study the tale “The Gingerbread Man”. They will study it for the primary 15 minutes. I will then permit them to respond to the events inside the tale and inspire them to chine in
I will then examine the tale once more loud to the whole class can even encourage the students to examine alongside me. I will then put up prepared sentence strips in a pocket chart. I might then examine the story through pointing to each word. I could tell them to pick out their preferred words and write them on a separate sheet
I will overview the story on the 0.33 time and ask the students to select their best preferred phrases from the tale. I will difficulty each with a marker(black) to jot down each word separate on paper I will tell them to attract interest on each word while writing’s will also take the scholars to a computer lab for them to do an online project of matching the begging letter sounds at the lowest of the laptop.
I will then allow the students to use the brand new discovered words to create a web story by means of operating on computers. They will then put up their work online
I will also make the students to also read Mustapha, M., & Maldonado-Colon, E. (2011). Whole-to-part phonics instruction: Building on what children know to help them know more. The Reading Teacher, 41, 328–338
References
Alexander, G.J. (2011). The Lesson Plan. Hoodoo Mysteries.
Bowen, W. G., & McPherson, M. S. (2016). Lesson Plan: An agenda for change in American higher education.
By: Ste By: Winscher
Goal: Make students more aware of word meaning.
Option 1: Select a grade level and create a Four Blocks lesson plan. Make sure to include all four blocks as identified on pp. 50-51. Design the Four Blocks around a specific text and/or topic.
The chart I have created is specified for my 4th grade English class particularly for my vocabulary/reading portion of class. The following are the 4 topics used in the four-block lesson plan:
Self‐selected reading.
Guided reading.
Working with words.
Writing
Four-block plan for 4th grade reading/vocabulary:
Monday
Tuesday
Wednesday
Thursday
Friday
1. I read to class for 5 minutes.
1. Students read alone for 10 minutes.
1. Student writes in journal their thoughts on the reading.
1. The student picks a reading of their choice and reads independently.
1. the student writes a half page reflection of their chosen reading.
2. The teacher assigns students to reading groups and assigns a text to group read.
2. The teacher goes over the characters, roles, and asks students to reflect in the group.
2. The teacher assigns certain portions of the book for each student in the group to read independently.
2. The teacher asks the members to rejoin and discuss the readings they each had and answer a set of questions together.
2. The students are given an open-book quiz on the reading and asked to define words from the text as well as match and complete sentences that appeared in the text.
3. Students are given a list of words to go over.
3. Students give their definition to words.
3. Teacher gives definition to words.
3. Student attempts to re-define words given their meaning by teacher and then play an in-class bingo and word-associated game together.
3. Students are quizzed on words for comprehension.
4. Students are to create a journal writing based on their favorite writing piece.
4. Students are asked to compiled a list of words from the reading which are confusing to them and they’d like discussed in class.
4. Students create a quiz of 5 questions based on the weeks reading. The quizzes are swapped with other members in the class and answered independently.
4. Students are given a list of words used in the week to create sentence’s on to expand their understanding of the terms.
4. Write a letter to a family member expressing what they learned about the book and what their favorite words were, why, and how they would choose to end the story instead.
By: Theresa Johnson
Option 1 Select a grade level and create a Four Block Lesson Plan
Grade 3rd
The chart below is for my 3rd grade reading class for vocabulary, and sight words
1. Guided reading (Teacher)
2. Independent Reading
3. Overview on vocabulary words
4. Writing vocabulary words in a sentences
Four Block Lesson Plan
Monday
1st I will read for 15 minutes
Tuesday
1st students will read independently for 15 minutes
Wednesday
1st students will choice same book in write about in journal
Thursday
1st students will choose a new book their choice and read independently
Friday
1st student will write a paragraph of either book read this week
2nd I will assign to student into reading groups
2nd I will give each group direction on their reading
2rd I will assigned each group a particular assignment, each group will have to draw a picture of what was read
2nd I will have each group to explain their project concerning the book and answer questions
2nd I will give students the opportunity to add their own conclusion on how they think the story will end.
3rd I will introduce new vocabulary words for the week
3rd students will write each word 6x each in their spelling folder
3rd student will use dictionary to look up meaning of each word for homework also
3rd students will be given a practice test on vocabulary words
3rd student are given a spelling test student must use words in a sentence.
4th students will continue to review same words
4th students will play a game to see who can spell the words faster boys against girls
4th Teacher will explain words to students
4th students will tell what each word means by playing tag
4th students will be given final quiz and word comprehension
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