Have a Child Use SCROL

Individual Instruction Lesson Plan

Student: Grade 5; Male; Age 10

He is at a second grade mathematics level and he is at a 4^th grade reading level. In regards to reading, the IEP calls for 30 minutes of explicit teacher instruction a week. He also receives 20 minutes of reading instruction twice a week from a reading specialist in the building. He is given modified tests that cut down on the amount of reading needed to be done.

Strategy Lesson Plan

Lesson Objective(s):  ·         In this lesson I want my student to be able to effectively and independently use the SCROL method when reading novels, non-fiction stories, textbook materials, and reading prompts on tests.   District Outcome(s) and/or State/National Standard(s) ·         EL.5.2.1 2006 Structural Features of Informational and Technical Materials: Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organization, to find information and support understanding. ·         EL.5.2.3 2006 Analysis of Grade-Level-Appropriate Non-fiction and Informational Text: Recognize main ideas presented in texts, identifying and assessing evidence that supports those ideas. ·         EL.5.3.2 2006 Analysis of Grade-Level-Appropriate Literary Text: Identify the main problem or conflict of the plot and explain how it is resolved.   Lesson Prerequisites and pre-assessment of students:  In order for the student to be able to use learn and use SCROL, they need to first know and be able to do the following: ·         Read at a somewhat fluent level ·         Be able to construct an outline ·         Know what headings are ·         Be able to interpret graphs and pictures ·         Pre-assessment would consist of asking the student to read a short non-fiction text and then I would ask a few questions about the text to make sure he is capable of understanding non-fiction text.   Materials: ·         Paper ·         Pencil ·         Text to read

 

The student has been working with SCROL now for about a month. I have talked about SCROL independently and together, we have gone over the steps of SCROL, I have modeled how to use SCROL in different text genres, and I have been slowly turning independence of using the strategy over to the student. In this lesson I want the student to be able to use SCROL 100% independently.

Launch

To launch this lesson I would ask the student to perform the pre-assessment that was stated above. After the pre-assessment is complete I would move on to stating the lesson objective to the student. I would tell him that I know he is read and prepared to try using the SCROL strategy on his own and the goal of this lesson is to have him independently use the strategy with non-fiction text. I would remind him to use his reference sheet if needed and to stop periodically and ask himself, “Do I know what I just read?” This will help keep him on track during the investigation.

In this part of the lesson I am not just stating the objective and letting the student run wild with it. I reassured him that I KNOW he is prepared and capable of using the SCROL strategy on his own. I think my confidence in him will transfer to him and give him confidence to go on to the investigation.

Investigation

We have been working on gravity in Science; so, for the investigation I would have the student read a KidHaven book on gravity. I want him to pay close attention to the bold headings in the book as well as pictures and charts. I would then have him create an outline of the book once he has read the book fully through. He may re-read the book as many times as he needs to create the outline.

Throughout the whole investigation he will have the steps of SCROL on his desk to reference, if he feels the need to. This part of the lesson is really strong because it crosscuts multiple subjects in one lesson. The investigation of the lesson integrates reading comprehension, writing skills, and sciences topics.

Summarize

In the summary of this lesson I would go over the outline with the student. I want him to present to me the important ideas and facts from this book. After he has presented his outline to me we would sit and have a mini-conference about his independent use of SCROL.

I would ask him the following questions:

-Did you find it easy to use SCROL independently?

-What did you find to be the hardest thing?

-What do you think you did best during this?

-Are there things you would do differently next time? If so, what?

Through asking these questions I want the student to reflect on the lesson as a whole and see how he felt about using SCROL independently.

 

The summary will help me see he comprehended the text through using the SCROL strategy. This will also allow him to see the important information again, thus creating a deeper cognitive understanding resulting in more information retained.

 

Adaptations:

Gearing Up: If the lesson is too easy, I then would have the student turn the outline he created into a summary of the book in his own words. By doing this the student has to use his cognitive skills to write about the book in his own words. He must utilize his outline and be able to sum up the book’s main points.

Gearing Down:  If the lesson is too difficult, I would have the student read the book and then I would walk through the outline part of the lesson with him. I would break down the task of the outline into smaller parts. I would start by having him write down the headings. Next I would have him write two important facts about each heading, and lastly I would ask him to write down the bold faced words in the text. Lastly, I would ask him if there were any important pictures or graphs he should add into the outline.

Preparing for Mistakes and Misunderstandings:

1.      I think one mistake he may make is that he will skip over the bold faced words and not add them into his outline. Bold faced words are a big hint of importance. They are often vocabulary words that may show up on a test later.

2.      I also think the student may have trouble staying focused on the text. I think he will continue to read even if he is not paying attention. To fix this I may have a timer that beeps every 60 seconds to have him self-regulate whether or not he is on task.

                       

Reference(s): Gravity by Don Nardo, a book in the series of The KidHaven Science Library.

 

Differentiated Instruction Lesson Plan

Unit Plan Title: Writing Journal
Subject Area: English/ Language Arts	Grade Level: 4th Grade		Length of Unit: Taught two or three different sections 10 minutes each section. Students write in the journal several times over a few days.
Standards: Indiana Standards ·        EL.4.5.1 2006: Write narratives that: include ideas, observations, or memories of an event or experience. Provide a context to allow the reader to imagine the world of the event or experience, use concrete sensory details. ·        EL.4.5.6 2006: Write for different purposes (information, persuasion, description) and to a specific audience or person.
Essential Question:  What is the focus of this lesson? The focus of this lesson is to have the students explore writing, on their own, in a creative manner. Students will practice different writing styles taught to them in small 10-15 minute tutorials.
Content: What will I teach?   ·        Creative writing		Skills: How will they demonstrate they know what was taught?   ·        They will write in their personal writers notebook ·        They will demonstrate different genres of writing

 

Assessments: Pre- instruction, probes during lesson, post- instruction   Pre-instruction: Before actually starting the writing journal the class will have already completed some free-writes and other short writing assignments. This is where I will be able to see how much they know and where their writing level is.   Probes: During the few days where they are writing in their writing journals, I will check them. If I see that the students are sticking to one or two of the writing genres I will encourage them to try a new genre that they have yet to use.   Post-instruction: The post instruction will be focused on a letter to a hero. This will be further addressed in the next lesson plan.

Planning the Lesson: Steps in Lesson (How will I address learning profiles? Interests? Zone of proximal development?)   Steps in Writing Journals 1.     Hand out blank notebooks 2.     Have the students create a table of contents in the first four pages 3.     Teach first tutorial -Writing territories: Where I (or students at home) set a timer for 10 minutes and they can write about ANYTHING. However they must write until the timer goes off. 4.     Teach second writing tutorial -6 Word Memoirs: Where I (or students at home) set a timer for 10 minutes and the students write short poems about anything but they must be six words. 5.     Third writing tutorial is a genre that the students explore on their own and perform. 6.     I will set up two separate times over two days for children to write in their writing notebooks and I will also assign that students write twice a night in their writing notebooks. 7.     I will also allow a short period of time each of those two days to conference with any students that want to talk about their writings.

 

 

Technology Integration: The technology integration for this part of the unit would include the students potentially using iPads to make a digital journal using the "Notebook" application. Also, if the student feels more comfortable typing they may type their writing tutorials on a computer.
Materials: The materials needed for this lesson are: ·        Writer's Notebooks (provided by teacher) ·        Timer- to time their writing ·        iPads (if possible) ·        Computers (if needed)
Modifications
Far Below Standard   If a student is far below standard the modifications could draw pictures and describe them in short sentences for 5 minute time periods.   The student time for ONLY writing could be shortened as to not worry them about getting enough written.	Approaching Standard   If a student is approaching the standard the modifications allow for the student to write for 5-6 minute increments of time instead of 10 minutes.   The student could explore other shorter writing prompts, like the six word memoirs, to make the writing seem shorter and less intimidating.	Meeting Standard   If the student is meeting the standard modifications would be made to lessen the student’s work.   This lesson is designed with the standard in mind, meaning the student that is meeting the standard would be expected to perform the lesson as it is written. At this point I would prepare the student to begin working towards above standard work.	Exceeding Standard   If the student is exceeding the standard the modifications would be to have the student write for 15 minutes instead of 10 minutes.   The student will be asked to perform more thoughtful writing and not just "journaling" every time. The student would also be encouraged to elaborate on previous writings.   The student would be asked to explore multiple types of writing instead of duplicating the work of their peers every time.

 

Unit Plan Title: Writing a Letter to your Hero
Subject Area:   Writing	Grade Level:   4th Grade		Length of Unit:   1 Hour
Standards: Indiana Standards ·        EL.4.6.2 2006: Sentence Structure: Use simple sentences (Dr. Vincent Stone is my dentist.) and compound sentences (His assistant cleans my teeth, and Dr. Stone checks for cavities.) in writing. ·        EL.4.6.3 2006: Create interesting sentences by using words that describe, explain, or provide additional details and connections, such as verbs, adjectives, adverbs, appositives, participial phrases, prepositional phrases, and conjunctions.
Essential Question:  What is the focus of this lesson?   Students will properly write a letter to their hero and include appropriate greetings, heading, closing and at least one fact about their hero.
Content: What will I teach?		Skills: How will they demonstrate they know what was taught?
·        How to set up a letter ·        Header, greeting, body, closing		·        Student will write a letter to their hero in the correct letter format.

 

 

 

 

 

 

 

Assessments: Pre- instruction, probes during lesson, post- instruction:   Pre-instruction: Students’ notebooks will be used as a pre-instruction assessment. The notebooks will exhibit their ability to write in correct sentences.   Probes: During the lesson, I will ask individual students to share part of their letter with me. I will then pick a sentence and work through adding in more descriptive words.   Post-instruction: The post-instruction will be the editing process of the letter to a hero, which will be addressed in the next lesson plan.

Planning the Lesson: Steps in Lesson (How will I address learning profiles? Interests? Zone of proximal development?)   Steps in Writing a Letter to a Hero 1.     Students will pick a hero to write about 2.     They will then find one interesting fact about the hero (which will be included in paragraph one.) 3.     Next, the students will brainstorm words and phrases that describe the appearance and personality of their hero. They will make a list using these words. Then the students will write down three things they admire about their hero followed by a list of three things their hero does for them or someone else. 4.     We will discuss what goes in each paragraph of the letter. The first paragraph will state why the students are writing the letter and a fact that they think is cool about the person. Is it to let the hero know you admire them? Ask them a question? Etc… 5.     The second paragraph will be a description of the appearance and personality of the person and why you admire them as a hero. The third paragraph will be all of the things the hero has done that you appreciate or are inspired by. 6.     The last paragraph will be summing up the feelings and reason for writing the letter. 7.     The students will then use the worksheet “Parts of a Letter” to learn how to properly write and order items in a letter. 8.     Using the dictionary will be encouraged when the students do not know how to spell a word. Each paragraph will need to be at least 4 sentences.

 

 

Technology Integration: Students will have access to the library and computers. The students will be able to research their hero and find the interesting fact or question. The students will also be able to type the rough draft of their letter to their hero on the computers in the library, computer lab, or at home. This may also all be done on an iPad if available.
Materials: The materials needed for this lesson are: ·        Writer's Notebooks (provided by teacher) ·        iPads (if possible) ·        Computers ·        Worksheets (provided by teacher) ·        Books in the library (if needed)
Modifications
Far Below Standard   If the student is far below standard the modifications would be to have the student will be asked to, draw a picture book telling their hero why they are writing them.   The teacher(s) would aid the student in writing short sentences describing what the pictures are.	Approaching Standard   If the student is approaching the standard the modifications would be to have the student work with a blank worksheet and fill in the different parts of the letter.   The student may also have a shortened letter format with paragraphs 1 & 2 being combined and paragraphs 3 & 4 being combined.	Meeting Standard   If the student is meeting the standard modifications would most likely not be made.   This lesson is designed with the standard in mind; meaning that, the student is meeting the standard will be expected to perform the lesson as it is written.	Exceeding Standard   If the student is exceeding the standard the modifications would be to have the student will be asked to write paragraphs with a minimum of 5 sentences in each.   The students would  need to insert one interesting fact about their hero AND one question they (“have for them as well”, delete) would like to ask.

 

 

Unit Plan Title:
Subject Area:   English/Language Arts Writing	Grade Level:   4th grade		Length of Unit:
Standards: Indiana Standards ·        EL.4.6.4 2006: Grammar: Identify and use in writing regular (live/lived, shout/shouted) and irregular verbs (swim/swam, ride/rode, hit/hit), adverbs (constantly, quickly), and prepositions (through, beyond, between).   ·        EL.4.6.5 2006: Punctuation: Use parentheses to explain something that is not considered of primary importance to the sentence, commas in direct quotations (He said, "I'd be happy to go."), apostrophes to show possession (Jim's shoes, the dog's food), and apostrophes in contractions (can't, didn't, won't).   ·        EL.4.6.6 2006: Use underlining, quotation marks, or italics to identify titles of documents. When writing by hand or by computer, use quotation marks to identify the titles of articles, short stories, poems, or chapters of books. When writing on a computer italicize the following, when writing by hand underline them: the titles of books, names of newspapers and magazines, works of art, and musical compositions.   ·        EL.4.6.7 2006: Capitalization: Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations, when appropriate.   ·        EL.4.6.8 2006: Spelling: Spell correctly roots (bases of words, such as unnecessary, cowardly), inflections (words like care/careful/caring), words with more than one acceptable spelling (like advisor/adviser), suffixes and prefixes (-ly, -ness, mis-, un-), and syllables (word parts each containing a vowel sound, such as sur•prise or e•col•o•gy).
(I would bump down the next heading) Essential Question:  What is the focus of this lesson? Students will focus on writing and revisions of their letter to a hero. Students will demonstrate that they know the editing standards and understand why they use them. After this lesson, students should understand why revision is important. Finally, students should know how to plan revisions and the process of making those revisions.
Content: What will I teach?		Skills: How will they demonstrate they know what was taught?
·        Why is revision important? ·        How do you revise? ·        Planning revision ·        Conferring about writing ·        Editing standards		·        Provide reasoning for their revisions ·        Making several meaningful revisions to their selected writing ·        Sharing with teacher and peers ideas about revising their writing selection (formative assessment) ·        Conference with teacher and peers about writing and revisions (formative assessment) ·        Marking what editing standard they are using to revise their writing selection

 

 

 

Assessments: Pre- instruction, probes during lesson, post- instruction   Pre-Instruction: For the pre-instruction assessment I will ask myself, “What do students already know how to do?” and “Is there anything that they don’t seem to understand that needs to be addressed before moving on into the lesson?”   Probes During Lesson: I will again meet with students individually and ask them to share a part of their story with me. I would then ask them what they like about their paper, and what they do not like about their paper or what they struggled with.   Post-Instruction: For the post-instruction I will conduct a formative assessment over the unit of lesson plans as a whole. I would ask myself, “Did the students achieve the goal of the lesson?” “Were the standards all addressed?” and “Do students understand the lesson?” If you see that students failed to understand the lesson or failed to meet the goals then you need to address your teaching style for the lesson.

Planning the Lesson: Steps in Lesson (How will I address learning profiles? Interests? Zone of proximal development?)   Steps in Revising the Letter to a Hero 1.     Begin by discussing what revision is (just give students a general understanding we will go into more detail later in the lesson). 2.     Move on and discuss why revision is important. o   Have students turn and talk about why they might want to revise a piece they have written. 3.     Model for students how to revise a piece of own writing. o   Read aloud o   Think aloud §  “Is there anything I can add to make this better?” (write down) §  “Is there anything I can change to make this better?”  (write down) §  “Is there anything that I don’t need in my letter?” (write down) 4.     Have students turn and discuss with partners about additional ways that they can revise 5.     Have students individually reread their piece of writing and think about ways to make it better (ways to revise) 6.     Introduce conferencing to students; discuss and make a chart such as this: The Writer’s Job The Partner’s Job Answer the questions the partner asks Think about your writing Discuss you process Express your needs Listen to the partner Think about new ways to revise, based on your conference Ask questions about the writer’s piece Think about the writer’s work Listen to the writer Help the writer find solutions to his/her needs Offer ideas   7.     Model conferencing with a student volunteer 8.     Have students pair up and conference with one another each taking a turn as writer and partner; this is also a good time to check in with students and make formative assessments. I may also choose to conference with students during this time 9.     Model making revisions to a letter 10.                        Finally, have students submit a final draft to be mailed to the  addressee

 

 

Technology Integration: Students will learn how to use track changes to help make corrections on ideas and grammar in their peer’s papers. Computers will also be used to type up the final draft of their letters that they will then mail off to their heroes.
Materials: The materials needed for this lesson are: ·        Writer's Notebooks (provided by teacher) ·        iPads (if possible) ·        Computers- to perform track changes on another students letter if applicable ·        Computers- to type up their final draft of their letters ·        Worksheets (provided by teacher)
Modifications
Far Below Standard   If the student is far below standard the modifications would be for the student to be placed with another student performing the same task as them as to help with their pictures and simple sentences.   The students will be asked to revise 3 other students work.	Approaching Standard   If the student is approaching the standard the modifications would for the students to be placed with another student performing the same task as them as to help with their condensed paragraphs and simpler sentences.   The students will be asked to revise 2 other students work.	Meeting Standard   The student meeting the standard will be placed with another student performing the same task as them and will be asked to revise one other students work FULLY.   This lesson is designed with the standard in mind, meaning the students that are meeting the standard will be expected to perform the lesson as it is written, unless modifications are needed for an extenuating circumstance.	Exceeding Standard   If the student is exceeding the standard the students will be placed with another student performing the same task as them and will be asked to revise one other students work FULLY.   The students will be asked to complete more track changes and help the other students with revisions as needed.