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Thematic Unit

Here is my Thematic Unit

Read-alouds

Read-alouds are a great classroom activity. Teachers read aloud a text, and students can either listen or follow along. All students will benefit from this, whether they read or not. Young students or any struggling readers will love to listen to stories or information being read to them. All students will hear their teacher modeling proper, fluent reading. Students can focus on good intonation, exclamation, as well as reading comprehension.
Teachers can read a story aloud and discuss it with the students. They can learn how to predict, ask questions, comments, and so on. Students can learn story sequence and creative writing from stories, with the teacher guiding the students to noticing these ideas.
Here is a lesson plan which includes a read-aloud activity.
Here is an article on read-alouds.
Here is an article on the benefits of read-alouds on vocabulary development.

Unit Lesson Plan

Here is my Unit Lesson Plan

Strategies for Struggling Readers

Here are some strategies that are helpful for struggling readers. These strategies will be great for the subject of my case study.

ELL Case Study

ELL Case Study

Week 9

Candidate’s Name: Chavee Fink

Grade Level:1-3

Title of the lesson: Post-Its

Length of the lesson:1 hour

Central focus Reading literature and foundational skills- comprehension strategies.

Knowledge of students to inform teaching Students need to know which type questions they would ask themselves when they read and how to predict.

Common Core State Standards CCSS.RF. 4. Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. CCSS. RL. 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Support literacy development through language Students will comprehend what they read through predictions and thoughts and checking their post-its.

Learning objectives Students will use comprehension strategies to properly read a book. Sample: Will know the spelling-sound correspondences for common consonant digraphs. Will decode regularly spelled one-syllable words. Will recognize and read grade-appropriate irregularly spelled words.

Formal and informal assessment Walk around the classroom during partner time. Collect each groups’ post-it notes in their book.

Instructional procedure: Introduce the students to post-its. Tell them that they are supposed to write their thoughts down on these post-it notes. If they have a question, a thought, and idea, or comment, they can write it down. Give out exciting looking post-its to the students. (Colorful, shapes, etc.) Show a book to the class. Start with a post-it note on the cover. “What do I think this cover is telling me? Title?” Ask for suggestions of post-it notes from the students. They may want to fill a post-it note with their predictions(explain), or assumptions or guess, and look back later to check if they got it right. Continue to read the first little bit of the book. Help the students practice using post-it notes together, be it a thought, question, or hard word. Then, divide up the class into partners. Have them read a book together and write post-its together. Pair up weaker student with stronger ones. Walk around the classroom and comment to students on their good work and give suggestions for improvement. Afterwards, have the students discuss how they used post-its, and if they answered any questions, etc.

Instructional resources and materials Post-its books

Reflection The instruction addressed all students in the class, as weaker students will benefit from the teacher discussion, partners, and teacher aid during partner work. Students will get themselves used to thinking critically about their reading, and will properly comprehend their reading material.