Accelerated reader helps promote enjoyment from reading books at their own pace and their own reading level. It is based on a reward system and is used to motivate students to read. The one thing the teacher needs to stress is "just right" books. This will assist in their fluency and vocabulary development. In my class, I hope to implement Accelerated Reader as a tool for student growth by encouraging them to read not only during independent reading, but also at home on a rainy day when there is nothing else to do. I plan on requiring updates on their books in the form of journals or writing circles. This will assist them when they take their A.R. test.
Reading Block Planning Sheet
Name Brian Stevens School Castlen Elementary Grade 5th
Reading Street – Unit _3__, Week _1__, Day __2_
Objectives: List objectives for the entire reading block.
TSW:
• Recognize the use and effect of literary elements and devices, including setting, character traits, stated purpose, metaphors and simple symbolism to gain information from various text formats; identifying implied purpose
• Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions to comprehend 5th grade reading materials: determining sequence of events
• Demonstrate reading vocabulary knowledge, including recognition of multiple meaning words
Evaluation: Tell how you will evaluate each objective.
• The teacher will evaluate during small groups as we read the play together. The teacher will ask higher order questions on author purpose and story structure to check for understanding.
• The teacher will use the smartboard vocabulary notebook lesson to enhance vocabulary knowledge, including multiple meaning words.
Materials: List all materials that will be used during the reading block.
• Reading street, smartboard, vocabulary sheet, computer(s), smartboard notebook lesson on author’s purpose, vocabulary smartboard lesson
For the next 2 sections, explain your teaching procedures and/or explain what the students will be doing. Please make sure that you are covering all of the objectives. **Add in at least one additional resource or activity to supplement Reading Street. Please mark the additional resource/activity in bold print.
Whole Group Instruction: The teacher will begin the reading block by using the smartboard to increase vocabulary skills. It is oral discussion of each of the words of the week, with the students participating by using the words in a sentence. Once that is finished, the teacher will direct the class into their small groups as the teacher calls one group to her table for small group instruction.
Independent Activities:
• Technology Center- Students may work on the Ticket to Read program, accelerated reader testing, or accelerated reading
• Skill center- Students read their Accelerated Reading book
• Reading Center- Students complete the 10 Important Sentences handout, which involves sequencing the Reading Street story, Wings for the King, using the 10 sentences provided. Use your book to help you place the sentence strips into logical order. The students must show evidence from the story as they sort the sentences. There will be one sentence that is irrelevant and does not belong. They will explain reasons why it’s been chosen.
• Smartboard Center- The students will follow the instructions on the smartboard lesson. There are matching games for vocabulary words, short stories with questions at the end for author purpose and story structure
Small Group Instruction: Use the attached form for planning for small groups
After you teach the entire reading block, complete your reflection. In your reflection please explain what went well, what you would do differently if teaching this same lesson again, AND tell at least one thing you would do differently in your own classroom.
Small Group Plans for Unit 3, Week 1, Day 2
Group: Green
Title of Text: Wings for the King__________________________________
Author: Anne Sroda______________________________ Level:_________________
Strategy/Skill Focus: Author Purpose, Story Structure, Cause and Effect (reviewed), Vocabulary Development
Vocabulary(Word Work Focus): Admiringly, permit, scoundrel, subject, worthless. These words are in the story, and the teacher will stop to ask for recognition and meaning.
Extension Activity: Assigning parts of the play Wings for the King for the group and having students read aloud together along with the teacher.
Group: Yellow
Title of Text: Wings for the King__________________________________
Author: Anne Sroda______________________________ Level:_________________
Strategy/Skill Focus: Author Purpose, Story Structure, Cause and Effect (reviewed), Vocabulary Development
Vocabulary(Word Work Focus): Admiringly, permit, scoundrel, subject, worthless. These words are in the story, and the teacher will stop to ask for recognition and meaning.
Extension Activity: Assigning parts of the play Wings for the King for the group and having students read aloud together along with the teacher.
Group: Blue
Title of Text: Wings for the King__________________________________
Author: Anne Sroda______________________________ Level:_________________
Strategy/Skill Focus: Author Purpose, Story Structure, Cause and Effect (reviewed), Vocabulary Development
Vocabulary(Word Work Focus): Admiringly, permit, scoundrel, subject, worthless. These words are in the story, and the teacher will stop to ask for recognition and meaning.
Extension Activity: Assigning parts of the play Wings for the King for the group and having students read aloud together along with the teacher.
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