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Reading Author: Date created: 12/10/2013 6:45 PM PST ; Date modified: 12/10/2013 8:47 PM PST VITAL INFORMATION Subject(s) ESL, Language Arts (English), Reading Topic or Unit of Study Reading Comprehension Grade/Level Grade 2 Summary This lesson is designed to increase reading comprehension, fluency, and provide prac tice with high frequency words while supporting English Language Learners.

STANDARDS Standards AZ Arizona English Language Proficiency (ELP) Standards (2013) Stage: ELL Stage II: Grades 1 2 Strand: Reading Area: Phonemic Awareness/ Decoding Standard: Standard 2 : The student will identify and manipulate the sounds of the En lish language and decode words, using knowledge of phonics, syllabication, and word parts Level: Low Intermediate Benchmark: 1 : distinguishing between initial, medial, and final spoken sounds to produce words. L113: reading high frequency words and irregular sight words. Area: Fluency Standard: Standard 3 : The student will read with fluency and accuracy.

Lll : reading aloud (including high frequency/sight words) with fluency. Area: Comprehending Text Standard: Standard 4 : The student will analyze text for expression, enjoyment, and r esponse to other related content areas. Level: Basic 6: making connections to text while reading (texttotext and texttoself). USA Common Core State Standards Oune 2010) Subject: English Language Arts & Literacy in History/ Social Studies, Science, and Technical Subjects Grade: Grade 2 students: Domain: Phonics and Word Recognition Standard: 3. Know and apply gradelevel phonics and word analysis skills in decoding words. . Distinguish long and short vowels when reading regularly spelled one syllable words. b. Know spelling sound correspondences for additional common vowel teams. c. Decode regularly spelled twosyllable words with long vowels. d. Decode words with common prefixes and suffixes. . Identify words with inconsistent but common spellingsound correspondences. f. Recognize and read gradeappropriate irregularly spelled words. Domain: Fluency 4. Read with sufficient accuracy and fluency to support comprehension. a. Read on level text with purpose and understanding. b.

Read on level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self correct word recognition and understanding, rereading as necessary. SIOP (STRUCTURED INSTRUCTION OBSERVATION PROTOCOL) LESSON PLAN ELEMENT S REQUIRED Page 1 of 3 Objective Language Objectives Students will read and identify words with /?¤/ spelled a and a_e. Students will be able to speak words with spelled i and i_e. Content Objectives Students will learn new high frequency words. Students will be able to read and comprehend a decodable story.

Students will build fluency Preparation Differentiated Lesson Extension: Model a kind act during the lesson and acknowledge these acts of kindness througho ut the day by rewarding students with a sticker. Have students write the word Kind and their name on the fro nt of three index cards. Explain to students that they should use key vocabulary words (or forms of the words) rom the story Because of You or the Decodable Story Five Gifts for Mike in a sentence to describe any rando m act of kindness (done throughout the week) between classmates.

Once the card is filled out they should ha ve their classmate sign it and put it into the Bee Kind Jar for a random drawing to receive a Jumbo fun pencil o the back of one students card may read, I shared my crayons with Sally Building Background Daily Oral Practice Write the Daily News on the board or on chart paper. Daily News My friend Jake is a baker. He owns a bakery. He bakes bread and bagels. I like to hel p him in his shop. I sweep the floor and clean the tables. When I get older, I want to be a baker like Jake. Have students read the message in unison to practice fluency.

Ask volunteers to circl e the words with /?¤/ spelled and a_e. Questioning Lesson Connection Ask students if they think helping a friend such as Jake shows an act of kindness. Ask students how can you help make the world a kinder place? Discuss with students why we should be kind to others. Comprehensible Input Imagine It! Reading Book Story Because of You: The teacher will story aloud to studen ts on the reading carpet allowing the students to whisper read along. Use the board or a flip chart to p oint out and define the selection and key vocabulary words through modeling questions, answers and explan ation.

Write each word and definition on the board or flip chart as you go. Teacher Modeling Question Exam ple: I need to stop reading because I have a question. What is peace? Let me reread pages 26 27 to see whether I can find the answer to this question [Reread the pages] After reading these pages again, I can ans wer my questions. The author writes that when people from different countries help, care, share, and listen t o each other, they are creating peace. Peace is created when countries work together to get alone.

For key v ocabulary words without context clues ask students if they can help you explain the word and write definitions on the board or flip chart as well. Strategies Scaffolding Task Teacher Modeling Guided Interaction Vocabulary and language development Interactions Decodable Story Five Gifts for Mike: Read the Decodable Story Kindness: Five Gifts for Mike with fluency focus / i/ spelled i and i_e. Have students read a page silently and then allow students to rea d aloud with a partner (cooperative learning). Afterwards have the entire group chorally read the st ory.

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