Today we worked backwards from Class
Three: We categorized the reading activities into Phonemic awareness, Word
Identification/Decoding, Vocabulary, Spelling and Fluency. Hopefully, it is now
clear which activities support which reading skills. Of course, many of these
activities cover more than one skill and can also be adapted to fit all kinds of learners.Now we are ready to try to design our own lesson plans. We formed
groups today and got started on some ideas. So far, we've concentrated on the
strategies teachers might use to encourage reading. But there is much more to a good
lesson plan. Effective teachers know they must draw their students' interest and
often use "hook" openings, play games, vary the routine, surprise and delight
their students with unexpected events and so on. They invite their students to join
them in using their imagination and convey their enthusiasm for the activity. The
message is: learning is fun and worthwhile.
I will repeat the requirements for the Reading Lesson
presentation here from the Syllabus and please find the specific criteria below.
Reading Lesson Presentation (middle weeks of the semester –
20% of final grade.) In a group of four, create a lesson that demonstrates to the
class some reading strategies. Each person in the group will present his or her own part;
for example, one person may introduce the lesson, two people might do the actual lesson
and the fourth would discuss the rationale behind the lesson. Assume your audience
knows little about teaching reading. Approximate time: 15-20 minutes, maximum
30 minutes. Questions from the class to follow.
CRITERIA FOR READING
LESSON PRESENTATIONS
FOR THE GROUP AS A WHOLE:
- The
lesson is well-organized, clearly presented and flows logically
- Each
person’s portion coordinates with the other group members’ portions
- Key
points of teaching reading are addressed in each portion
- Effort
is made to engage the audience and students’ interest and imagination
- Each
person’s contribution to the lesson is about equal
- Please
submit your portion to Sue by e-mail on the day of your presentation. This will be shared online.
FOR THE PERSON DOING THE INTRODUCTION:
- Your
talk will be addressed to our 473 class. Please
introduce the lesson, give the class what they need to know.
- Indicate
what the focus of the lesson will be, what we should notice.
- Review
any information from our readings or discussions. Assume
we know little about teaching reading.
- Discuss
how the teacher would prepare for this lesson in the classroom.
FOR THE PERSON DOING THE FIRST HALF OF THE LESSON:
- You
are now in the classroom with your children as the teacher.
- The
lesson should consider “Before” strategies and proceed in a clear, logical
manner.
- One
or more aspects of teaching reading are at the center of the lesson.
- Portion
should lead up to middle of “During” stage of lesson.
FOR THE PERSON DOING THE SECOND HALF OF THE LESSON:
- You
are continuing in the role of teacher with your children.
- Complete
the “During” phase of the lesson and make the transition to the
“After”, which is a related activity to the central reading strategy.
- “After”
activities should reinforce the earlier portion.
- Teacher
should bring some closure to the lesson.
FOR THE PERSON DOING THE LESSON WIND UP:
- Your
talk is addressed to our 473 class.
- Give
the group’s rationale for choices made in developing this lesson, how it is
multilevel, supports struggling readers and is successful.
- Briefly
discuss the theory behind the lesson.
- Give
your opinion on what the value of doing this lesson might be for this grade level.
THIS LESSON STRUCTURE IS MEANT AS A STARTING POINT. YOU CAN DESIGN THE PRESENTATION ANY WAY YOU LIKE,
PROVIDED YOU CAN STILL COVER THE CRITERIA. (FOR
EXAMPLE, YOU CAN DO THE LESSON FIRST, THEN THE INTRODUCTION AND RATIONALE; OR INTERRUPT
THE LESSON TO GIVE THE INTRO, ETC. AS LONG AS
IT IS EASY TO FOLLOW AND IS AT SOME POINT CONNECTED TO OUR KEY POINTS. PLEASE CHECK WITH ME IF YOU ARE NOT SURE.)
GRADING: 75%
BASED ON YOUR PORTION, 25% BASED ON YOUR GROUP PERFORMANCE.
(I will e-mail my feedback to you.)
