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.