Directed Reading Activity Lesson (DRA)

Directed Reading Activity Lesson Plan (DRA) EDCI461 Spring 2012 B. Faust Final Due: Wednesday, April 4, 2012 Optional: Drafts turned in before Spring Break will receive feedback at the end of Spring Break.

You will plan a DRA (guided reading) lesson for a small group of hypothetical students in one grade. The plan will be based on the students’ hypothetical needs and preferences and course learning, as well as the Maryland State Curriculum.

1. The DRA reading lesson should be about 15-30 minutes in length. 2. This is a small group reading activity, so all students in the group should be reading the text. Therefore, each student needs a copy of the text, and you need a copy as the teacher leader of the group. The text needs to be at the students’ instructional reading level, since your instruction will help them read and comprehend this selection. 3. You should NOT be teaching a new reading skill or strategy in your DRA lesson (that is appropriate for an explicit strategy lesson). You may, however, want to focus your lesson on a reading skill or strategy that students have already been taught, but need additional practice using (e.g., paying attention to initial letters, using one of various decoding strategies, practicing genre-based comprehension strategies). 4. Be as SPECIFIC and as DETAILED as possible in the lesson plan. Write out ALL the questions, prompts, etc. that you will say during the lesson (or at least give 2- 3 as examples). Pretend that you are writing a script for a play, with lines scripted for you and for your hypothetical students. 5. Real guided reading group lessons can go by very quickly, so it is important that you have a firm sense of what you are going to say and do during each phase of the lesson. 6. Even though your DRA lesson may address more than 1 curricular standard, select 1 (2 at the most) for the objective. That way, your DRA lesson will be focused. And remember, the objective should address the needs of your readers based on multiple data sources used in lesson planning.

of 20 Directed Reading Activity Lesson Plan (DRA) EDCI461 Spring 2012 B. Faust DRA Instructional Lesson Plan Intern’s Name Julia Ra Grade 1st Class Group Size 5 students Size 25 students Reading Level(s) of Group Duration of Lesson Genre and Readability of Text Level 10 30 minutes Fiction

I. Purpose of the Lesson – What will the students learn? How does this learning fit within broader curricular goals for that grade? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning? Maryland State Curriculum Citation: Standard 1.0 General Reading Processes TOPIC B. PHONICS: Students will apply their knowledge of letter/sound relationships and word structure to decode unfamiliar words. INDICATOR  1. Identify letters and corresponding sounds OBJECTIVES 1. Produce letter/sound correspondences rapidly (1 per second) 1. Combine sounds to form letter combinations, such as pl-, bl-, tr-, -nt

Lesson Objective Combine sounds and produce letter combinations in order to decode unfamiliar words.

Big Idea OR Essential Question Students will be learn about the letter combinations, sp-, sw-, and –sh in order to decode unfamiliar words throughout the text. Formative Assessment I will be assessing students by asking the four questions throughout the directed reading activity. By the answers that they provide, I will make accommodations to my directed reading activity and discover whether the students have learned the specific letter combinations in order to decode the words throughout the book.

While the students recite the words back to me during the read aloud, I will observe if each student is able to recite the words back to me without hesitating. In addition, I will be focusing on how well they are able to complete the venn diagram of the letter combinations individually, mainly seeing if they can identify the remaining –sh sounds in the words we go through.

of 20 Directed Reading Activity Lesson Plan (DRA) EDCI461 Spring 2012 B. Faust

II. Instructional Decision-Making – What knowledge of students influences my instructional decisions in this lesson? How will my instruction respond in order to remove barriers to learning and/or build on students’ strengths?

Knowledge of Learners ► ► ► Instructional Decisions based on this knowledge

Age level characteristics, Students’ prior knowledge (based on pre-assessment data), Reading level(s), Anticipated Misconceptions or Areas of Confusion, Student interests, motivation, and/or funds of knowledge Age level characteristics: Book: Students’ prior knowledge:  We’re Going on a Lion Hunt by  Students have the ability to David Axtell recognize initial, middle, final  DRA level of 14 sounds of one syllable words.  Fountas & Pinnell level H  Students have the ability to add, Considerations: delete, and substitute sounds to  The illustrations support the text create new words. very well, which can help nonnative Reading level: English speaking students a lot  Currently, the students in this group when reading the book. For are at a reading level of 10 for 1st instance, Gi Soo had many troubles grade, which is below the reading understanding stories we read in requirements for upcoming 2nd class previously. Whenever he is graders. given a book that has illustrations  As the year is coming to an end, that follow the events of the story, these students are considered he is able to read the story more behind as the reading levels of the fluently. This leads him to gain other students in the class are more self-confidence and levels 14-16. motivation to read. Areas of confusion:  After going on a field trip to the  Students are having difficulty with national zoo, students have been combining sounds to produce letter strongly interested in animals. One combinations. animal they are always talking  For example, Maria has trouble about is the lion. recognizing different letter  Book includes rhymes and combinations in unfamiliar words. repetition, which will allow students  Gisoo has trouble pronouncing the to practice high frequency words sp-, sw-, and –sh letter and combining sounds to make new combinations. words all throughout the story. Student interests:  The book includes many different  The recent field trip to the national letter combinations that students zoo has lead students to have a can identify and practice. Page 3 of 20 Directed Reading Activity Lesson Plan (DRA) EDCI461 Spring 2012 B. Faust strong interest in animals, especially the lion. Motivation:  All of the students in the group are always motivated to learn and read, which is evident from the past group readings.  However, Kobi has trouble focusing and staying in his seat. Oftentimes, if he is not provided with full attention from the teacher, he loses interest in the reading. This causes other students to become distracted.

Multicultural Considerations / Equity Measures ► ► ► Implications for this Lesson

 Gi Soo and Melissa are nonnative  Each student will be given a copy of English speaking students, who just the book so that each student can came from Korea a year ago. be able to use illustrations to follow Currently, they are attending ESOL the text and identify letter and have improved on identifying combinations to decode unfamiliar letter sounds and identifying one words. syllable words. They are not able to  We’re Going on a Lion Hunt follows pronounce certain letter two young African American girls on combinations, such as sh-, sw-, and an exploration of the African sp-. savanna to find a lion. Kobi will be  All of the students have trouble able to relate to this story, as well reading words at a fast pace. as the other students because of  Gisoo, Maria, and Melissa are very their recent trip to the zoo and shy at times, so there will be a lot of having learned about Africa in their group reading throughout the social studies class currently. activity.  Steven is at the highest reading level among the students in this group, while Kobi is at the lowest reading level of the group. Steven’s mother is a stay home mother, so he has many opportunities to practice reading with his mother. Kobi’s parents both work very long shifts every day. He is not able to practice reading literature at home, except for school. Page 4 of 20 Directed Reading Activity Lesson Plan (DRA) EDCI461 Spring 2012 B. Faust  There are only two students, who are African American, in the whole class. Majority of the students of this class are Caucasian and Asian. Kobi, who is African American, has trouble relating to the stories we read in class. This causes him to lose focus and interest.

Academic Language Demands ► ► ► Scaffolds to support language development in this lesson

The reading selection’s words: I will preteach these words beforehand by pointing to these words throughout Beginning letter combinations: the text. The words will appear up Sw-: swish, swash, swamp several times, so there will be a lot of Sp-: splish, splash repetition. Students will be given Sq-: squish, squash opportunities to recite the word as Gr-: grass they go through the story. I will recite the words with them, mainly Ending letter combinations: emphasizing on the specific letter - er: over, under combination of the beginning or the - nd: around ending. Students will be breaking the -ng: long specific words apart by letter -nt: hunt combinations in order to decode the - ch: catch unfamiliar words. As the students -sh: swish, swash, splish, splash, squish, follow the story as I read the book to squash, crash them, I will encourage students to use hand motions for each the words The sound combinations that will be they recite so that they can better focused on for this lesson are sw-, sp-, understand the words. sq-, and –sh.

Most of these words should be familiar to the students. The repetition of these words throughout the book should provide lots of practice for sounding out these letter combinations.

III. Instructional Procedures for the DRA Lesson – What instructional strategies and sequence will I use to ensure that every child is a successful learner?

of 20 Directed Reading Activity Lesson Plan (DRA) EDCI461 Spring 2012 B. Faust Instructional Materials (make sure complete bibliographic citation is provided for the text), Handouts (e.g., graphic organizers), and Technologies (e.g., power points, websites)

Axtell, David. (2000). We’re Going on a Lion Hunt. New York: Henry Holt and Company.

- 5 venn diagrams on the letter combinations that the students will have to fill out - 5 copies of the text - 5 worksheets of the 3 landscapes labeled in a chart  http://www.school- portal.co.uk/GroupDownloadFile.asp? GroupId=866490&ResourceId=3298239 - 5 journals -

Management Considerations (Procedures, Transitions, Materials, Behavior)

Group members will be polite and respectful to one another’s answers.

Each student will be provided with their own copy of the book, as well as the graphic organizer of the letter combinations.

Students will be asked to bring a pencil and their journals to the table.

In front of each chair, there will be nametags for the students to know where to sit. They are a younger age, so they need the additional guidance. I will be assigning seats in advance. Assigning seats allow students to get to know one another and learn to work collaboratively as a group.

Instructional Approxim Procedure Sequence ate Time 3 minutes Hello boys and girls! Today we will read “We’re Going Before Reading on a Lion Hunt” by David Axtell. We are going to practice letter combinations of sw-, sq-, sp-, and –sh. We are going to learn a way to decode words that contain these sound combinations. When we have a better understanding of what sounds each letter combination produces, we will be able to identify words on our own. Before we begin reading the story, we will do a very quick speed writing activity in our reading journals. I will list on the board the 4 letter combinations I want you to focus on. With these letter combinations, I want you to write down any word that

of 20 Directed Reading Activity Lesson Plan (DRA) EDCI461 Spring 2012 B. Faust contains one of the letter combinations that comes to mind. You can write as many words as you want for each sound combination for 2 minutes. Afterwards we will go around and share the words that we came up with on the board.

Letter combinations: Sp-, Sw-, Sq-, and –sh

Great! You guys are at a good start! Let us all recite each letter combination. Starting with Kobi, I will like each person to share one word from each letter combination and as each of your peers share their words, let us recite the word slowly, mainly focusing on the sound of the letter combination.

15 minutes On my own question: Students, have you ever seen a During Reading lion before? Do you guys remember how the lion looked like when we visited it last week at the National Zoo for our field trip? Well, we are going on a lion hunt today!

As we have all finished the first activity, we are finally going to be reading the book “We’re Going on a Lion Hunt” by David Axtell. Even though the title states that we are going on a lion hunt, we are actually going on a word hunt! As I read the story, I want you all to carefully watch out for the words with the letter combinations sp-, sw-, sq-, and –sh. When we come across a word with any one of the letter combinations, I am going to stop and we are all going to recite the word together with hand motions. Pretend that you are in the lion hunt with the two main characters and use your hands to act out the scene for each landscape. Every single time we come across a word, you will write the word under the correct landscape.

Note: I will be reading this book for them because it will be their first time reading it and will be helpful for Gisoo, who has a bit of difficulty reading at times alone. The group reciting of words will engage students, especially Kobi.

* Teacher and students: recite “swish, swash, swish,

of 20 Directed Reading Activity Lesson Plan (DRA) EDCI461 Spring 2012 B. Faust swash” These words contain the sw- letter combination. Let us write “swish” and “swash” next to long grass.

* Teacher and students: recite “splish, splash, splish, splash” These words contain the sp- letter combination. Let us write “splish” and “splash” next to lake.

Think and search question: Students, what sound did the long grass make as the girls went through it? What sound did the lake make as the girls went through it?

Students will be able to look at the worksheet of the four settings and state what the sound words are for each setting.

* Teacher and students: recite “Squish, squash, squish, squash” These words contain the sq- letter combination. Let us write “squish” and “squash” next to swamp.

Author and me question: Oh no! The girls are in a big dark cave! Do you think the girls have finally found the lion?

* Teacher and students: recite “squish, squash, squish, squash” The students have already written these words on the worksheet, so they do not need to write it again.

* Teacher and students: recite “splish, splash, splish, splash” The students have already written these words on the worksheet, so they do not need to write it again.

Right there question: What sounds will come next, if the girls are heading to the long grass?

* Teacher and students: recite “swish, swash, swish, swash”

of 20 Directed Reading Activity Lesson Plan (DRA) EDCI461 Spring 2012 B. Faust The students have already written these words on the worksheet, so they do not need to write it again.

8 minutes Great job students! Wasn’t the lion hunt so much fun? After Reading Now, as we have finished reading the book, we are going to fill out our graphic organizers of the letter combinations. As you can see, there are the four letter combinations again, sw-, sp-, sq-, and –sh. We only went over three letter combinations throughout the read aloud, which were sw-, sq-, and sp-.

On my own question: Students, can you identify where the –sh letter combination is in the words that we wrote down earlier?

I will ask Steven first, whether he can identify the –sh letter combination in the words. I was assess him first in order to see if he has learned fully how to identify letter combinations. Then I will ask Kobi, if he has identified the –sh letter combination in the words. I will use this time to assess the students, based on their reading levels.

As we have finished identifying all of the 4 letter combinations, we are going to fill out the venn diagram. As you can see sp-, sw-, and sq- are labeled in individual circles, while the circle that is in the middle, connecting all of the other three circles, contains –sh. We discovered that all of the words we found in the text had a similarity, which was that they all ended in – sh. Let’s place all of the words in the correct circle and make sure to write words for the connecting circles.

2 minute Teacher makes a closure statement: Students, you all Closure did a wonderful job today! We were able to go on a lion hunt, identifying several words containing the four different letter combinations: sw-, sp-, sq-, and –sh. We learned how letter combinations help us decode unfamiliar words. As we are familiar now with consonant letter combinations, we will focus on vowel letter combinations next time we meet again for our group reading activity.

of 20 Directed Reading Activity Lesson Plan (DRA) EDCI461 Spring 2012 B. Faust 2 minutes Students let us open our journals again. On a new Assessment sheet of paper, I will like everyone to do their best to write down all of the 6 words, without looking at the words on the worksheets we completed earlier. For each word, underline the letter combinations. Teacher will collect the journals, the landscape worksheet, and the venn diagram worksheet and place them in their reader folders. Teacher will read each student’s answers in their journals afterwards.

Reflection: What was your experience of planning this lesson? How did course learning influence your planning?

I found this assignment to be very difficult for me at first. I was very confused and overwhelmed by the amount of work required for this assignment. As I began fully understanding what the main concept of this lesson was, I was able to create the activities from there easily. I still had a bit of trouble for the before, during, and after activities of the DRA. However, the examples posted on elms have helped me significantly of understanding what is required for each section. This course has helped

of 20 Directed Reading Activity Lesson Plan (DRA) EDCI461 Spring 2012 B. Faust me so much in many ways in planning this lesson. I really had no idea about what a DRA was and consisted of. Now, I am aware of the importance of a DRA and the different parts to it. In addition, the Yopp and Yopp text really helped me create the before, during, and after reading activities for this lesson.

How could you use informal feedback from the students to make instructional decisions while you are teaching the lesson? Give at least 2 examples.

As I mentioned in the after section of the DRA, I informally asked two students of different reading levels if they could identify the letter combination –sh. By doing this, I can learn whether the student of higher reading level has understood the topic fully. If he or she did not, in this case Steven, I will use that a sign that the students found the lesson difficult or confusing.

Another way I could use informal feedback is by allowing students to ask me questions or confusions after the before, during, and after reading. By allowing this, students will be able to ask me questions right away about a specific part of the dra they found to be confusing, which then I can fix help make it be easier to understand right away. This will ensure that students do not leave the directed reading assessment with confusions.

What changes might make to your instructional procedure that would improve student learning?

Incorporating more questions throughout the DRA. I feel that I could ask better questions that will provide me with more information on where the students stand.

How effective were your assessment tools in helping you monitor student progress? What modifications would you make to help students better demonstrate their learning?

The assessment tools were mainly done individually, which provides me with information on which student understands the concept and which student does not. I can always look back on the worksheet and decide on what to change for my future directed reading activity with the same group. A modification I would make to help students better demonstrate their learning is by having students identify the words on their own as they go through the text. Because I was primarily identifying the words with them, this prevented me from learning who has trouble with sounding letter combinations and so forth.

What did you learn about lesson planning from doing this activity?

I learned that lesson planning should be done in advance. In order to create an effective DRA, the lesson has to be planned several weeks before so that the teacher can make certain changed to it. In addition, I learned the importance of alignment. Everything has to align with one another. If not, there will be no point in teaching the lesson to the students.

of 20 Directed Reading Activity Lesson Plan (DRA) EDCI461 Spring 2012 B. Faust Based on the anticipated results of this lesson, what are your imagined next steps? Go beyond saying “everything went well so I would continue doing what I did in this lesson.” Be specific and explain how these next steps will further student learning and help you reach your curricular objectives as students move through the school year.

My next big step would be creating lesson plans for actual classrooms for the year-long internship. This experience has lead me to gain valuable information on what is required to creating a lesson plan and what I have to consider when creating one. There are a lot of steps in creating a lesson plan that aligns with the state curriculum and fully provides students with the additional practice that is effective. This experience will help me significantly in the future. As I know how time consuming it is in creating lesson plans, I will make sure to be well organized and planned when creating my lesson plans. It would be horrible if I made a lesson plan last minute and did not even effectively measure the students’ performance. I hope that this experience will stay with me throughout the internship, so that I can be able to use it as a tool when I have to create a lesson plan for real students.

Text______Genre______Level______Date______

Formative assessment for during and after DRA Guided Reading Lesson

Students Right On Think & Author Fluency Speed Venn Notes/ T M Se & Wr Diag Hypot h y arc Me itin ram hesis er O h g e w n

of 20 Directed Reading Activity Lesson Plan (DRA) EDCI461 Spring 2012 B. Faust Kobi

Steven

Gi Soo

Melissa

Name______Date______

We’re Going on a Lion Hunt by David Axtell

Complete the chart below by writing down the correct sound words for each landscape. Use the book as a tool to identifying the words.

Landscape Words

of 20 Directed Reading Activity Lesson Plan (DRA) EDCI461 Spring 2012 B. Faust Long Grass

of 20 Directed Reading Activity Lesson Plan (DRA) EDCI461 Spring 2012 B. Faust Name______Date______

Venn Diagram of letter combinations: sp-, sw-, sq-, & -sh

Complete the venn diagram by placing each word under the correct letter combination.

of 20 Directed Reading Activity Lesson Plan (DRA) EDCI461 Spring 2012 B. Faust DRA Lesson Rubric: Maximum Score:______/18

Purpose of the 0 1 2 Lesson

Must Include: --Curricular None of these The Purpose of The Purpose of the Standards elements are the Lesson is Lesson is appropriate --Lesson included with the missing at 1 of the because it aligns with Objective lesson plan OR required elements: the reading --Big or Essential the lesson topic curriculum, Question appears to be **alignment with --Formative chosen at random the Maryland Assessments State reading curriculum

Instructional 0 1 2 Decision Making Lesson Plan does Lesson Plan does Lesson Plan includes Must Include: not include any of not include 1 or all of the required --Knowledge of the required more of the elements AND the Learners elements OR the required elements, instructional decisions --Multicultural instructional OR the are appropriate Considerations decisions seem instructional because they consider --Academic random and decisions seem the students’ reading Language disconnected from inappropriate ability, interests, and Demands the learners and because students’ backgrounds, the curriculum reading ability, academic language interests, and demands, and the backgrounds, the students’ reading academic ability by using a text language that is at their demands of the instructional level text, nor the level of the text are considered

of 20 Directed Reading Activity Lesson Plan (DRA) EDCI461 Spring 2012 B. Faust Instructional 0 1 2 Procedures Lesson plan does Lesson plan is The materials, not include any of missing at least 1 technology, handouts Must include: the required of the required and classroom --Materials (text elements for the elements OR management citation) Instructional the published considerations are all --Handouts Procedures section reading materials listed in the lesson, --Technology OR the materials are not fully including complete --Classroom list is incomplete, referenced references for any Management and handouts or published materials. teacher-constructed Handouts or teacher- materials are not constructed materials attached to the are attached to the lesson plan. lesson plan. Instructional 0 1 2 Sequence Before Reading Before-reading Before-reading --Before Reading activities are not activities are activities introduce Phase clearly explicated, clearly explicated, students to the text, and/or are but are missing 1 and include brief inadequate to or more elements. activities that motivate prepare students to This means they students to read (e.g. read, lacking do NOT: picture walk, making developing *introduce predictions) and that appropriate students to the activate prior activities to activate text, knowledge. Specific prior knowledge, *include brief vocabulary is listed in introduce unfamiliar activities that the lesson plan. A vocabulary, and set motivate students purpose must be set a purpose for to read (e.g. for reading as well. reading. picture walk, making predictions) and that activate prior knowledge. **briefly introduce vocabulary ** set a purpose for reading.

of 20 Directed Reading Activity Lesson Plan (DRA) EDCI461 Spring 2012 B. Faust Instructional 0 1 2 Sequence During reading During-reading During-reading --During Reading activities do NOT activities include activities include Phase include students in students in the students in the actual the actual reading. actual reading of reading of the The teacher’s the selection. The selection. The reading active role in reading selection selection is divided guiding students is NOT divided into appropriate through the reading into segments, OR segments, followed by selection is NOT is NOT followed specific evident. by comprehension comprehension questions to check questions to check students’ reading students’ reading comprehension. comprehension. The The teacher’s teacher’s active role in active role in guiding students guiding students through the reading through the selection is clearly reading selection evident. is somewhat evident

Instructional 0 1 2 Sequence After-reading After-reading After-reading activities --After Reading activities are not activities do NOT include questions to Phase developmentally include questions check students’ overall appropriate OR are to check students’ reading unrelated to overall reading comprehension, and previous lesson comprehension, are appropriate for the activities. OR are NOT lesson. Questions to check appropriate for the students’ overall lesson. reading comprehension are not appropriate or are omitted.

of 20 Directed Reading Activity Lesson Plan (DRA) EDCI461 Spring 2012 B. Faust Instructional 0 1 2 Sequence The closure The closure The teacher provides --Closure statement is included in the closure for the lesson unrelated to the lesson plan does with a statement. The lesson not foster a sense teacher emphasizes of completion. It what was does not accomplished and the emphasize what new learning that took was accomplished place. or the learning that took place. Instructional 0 1 2 Sequence Assessment only Assessment is Assessment was --Assessment occurred at the end ongoing ongoing throughout of the lesson. throughout the the lesson, with Assessment lesson. activities that are activities are not Assessment clearly explicated and clearly explicated activities are not directly related to the and are not directly directly related to lesson objective. related to the the lesson lesson objective. objective.

of 20 Directed Reading Activity Lesson Plan (DRA) EDCI461 Spring 2012 B. Faust Reflection and 0 1 2 Hypothetical Assessment data Assessment data Assessment data from Analysis of Data from the lesson are from the lesson is the lesson is closely not analyzed at all. analyzed but the analyzed and a The reflection account of student detailed account of describes the learning is vague student learning is planning, delivery, and very general. presented. The and assessment of The reflection is reflection is a highly the lesson. The an analysis of the critical analysis of the effect of the lesson planning, delivery, planning, delivery, and on students’ and assessment assessment of the learning is of the lesson. The lesson. The effect of minimally effect of the the lesson on addressed. lesson on students’ learning is Discussion does students’ learning discussed and not include is discussed and documentation is reflections on what documentation is attached, if available. went well in the attached, if Discussion includes lesson, what went available. reflection on what wrong, or how the Discussion went well in the lesson might be includes reflection lesson, what went modified in the on what went well wrong, and how the future. in the lesson, what lesson might be went wrong, or modified in the future. how the lesson might be modified in the future.