In 500 words, explain how providing various forms of assessments and instruction of reading comprehension, can help and guide students who struggle with reading comprehension. What strategies would you implement in order to construct meaning from print material and monitor their comprehension?

Support your reflection with a minimum of two scholarly resources.

Submit your lesson plan and reflection as one deliverable.

Attachment attached

GCU College of Education

LESSON PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Name:

Grade Level:

Kindergarten

Date:

2/27/2020

Unit/Subject:

Reading, Early Literacy, WH Questions

Instructional Plan Title:

The Three Little Pigs – 5 W’s+ 1H Reading Comprehension

Lesson Summary and Focus:

The lesson will focus on students being able to generate their own questions and answers about details in a text to better understand the story which will aid comprehension. The learning target is to have students ask and answer questions using “wh format”. The story in the lesson will be the Three Little Pigs.

Classroom and Student Factors/Grouping:

In the kindergarten class there are a total of 30 students. 7 students are classified as one year below reading level, 15 students are at grade level and 7 students are above grade level.

National/State Learning Standards:

RL.K.1. With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how).

RL.K.2. With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how).

Specific Learning Target(s)/Objectives:

Students will be able to develop and express questions about a written text. Students will work on improving their listening, speaking writing, and speaking skills to focus on hearing key details to answer and ask “wh” questions.
.

Academic Language

The 5 W’s & How
Who
What
Where
When
Why
How

Resources, Materials, Equipment, and Technology:

The Three Little Pig Book
Smart Board
WH questions
Microphone

Section 2: Instructional Planning

Anticipatory Set
Students will go to the reading rug and see pictures (visuals) of the story on the display board and must brainstorm with a friend about what they think happens in The Three Little Pigs by questioning and trying to answer Who, What, Where, When,Why & How. Groups will go one by one and say what they think happens using “wh” format and make predictions using visuals in what they think is going to happened. After groups go up and predict the story the instructor will read the story to provide students with accurate description of the story and answers.

Time Needed

20 minutes

Multiple Means of Representation
Presenting visual, auditory, graphic verbal formats of the story Three Little Pigs
Ex:
Video E Book of Three Little Pigs with visuals and auditory going over story and wh activity with assistance (visuals)
Game format of story + wh questions and answers on Ipad (technology)
Writing, Reading, drawing key components of the story such as Three Piggys losing their home of the wolf etc. (hands on activity)
Completing story sequence boards with a partner and reflecting on “wh” format (cooperative)
Dress and play like you were in Three Little Pig Story and interview one another using microphones asking questions such as How did your house come down? When did you see the wolf approach your house? etc.

Time Needed

15 minutes

Multiple Means of Engagement

Visuals
Auditory
Whole Group Discussion
Cooperative Learning
Technology
Role-playing

Time Needed

30 minutes

Multiple Means of Expression
Students will show that they have completed the standards by answering questions in the “wh” format in groups through interviews as if they were in the three little pig answering following questions and going to the front to share their side of the story which discusses key details and retells the story. Students will also complete a WH sheet answering questions of the Three Little Pigs.

RL.K.1. With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how).
RL.K.2. With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how).

Time Needed

45 mins

Extension Activity and/or Homework
Asking WH questions and responding to others is an essential conversational / social skill. Responding to others shows you were paying attention and care what they say. Students are to go home and interview a family member using wh question format and return back interview for a grade for homework

Time Needed

Reflection:

In 500 words, explain how providing various forms of assessments and instruction of reading comprehension, can help and guide students who struggle with reading comprehension. What strategies would you implement in order to construct meaning from print material and monitor their comprehension?

Support your reflection with a minimum of two scholarly resources.

Submit your lesson plan and reflection as one deliverable.

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