Candidate’s Name: Michael
Ambrogio
Grade Level: 2
Title of the lesson: Chicka
Chicka Boom Boom
Length of the lesson: 50 minutes
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Central focus of the lesson
This lesson focuses on tapping and building on the
language skills that students have by participating in a collaborative activity.
As supported by Vygotsky's language and learning theories, this lesson's
focus is on social interaction that nudges students toward the zone of
proximal development.
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Knowledge of students to inform teaching
Students should be familiar
with terms such as shared reading, choral reading, and readers theater.
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Ask
and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
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Describe how words and phrases (e.g., regular
beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a
story, poem, or song.
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Acknowledge differences in the points of view
of characters, including by speaking in a different voice for each character
when reading dialogue aloud.
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By the end of the year, read and comprehend
literature, including stories and poetry, in the grades 2-3 text complexity
band proficiently, with scaffolding as needed at the high end of the range.
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Identify the main topic of a multiparagraph
text as well as the focus of specific paragraphs within the text.
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Determine the meaning of words and phrases in
a text relevant to a grade 2 topic or subject area.
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Describe how reasons support specific points
the author makes in a text.
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By the end of year, read and comprehend
informational texts, including history/social studies, science, and technical
texts, in the grades 2-3 text complexity band proficiently, with scaffolding
as needed at the high end of the range.
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Read with sufficient accuracy and fluency to
support comprehension.
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Read grade-level text with purpose and
understanding.
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Read grade-level text orally with accuracy,
appropriate rate, and expression on successive readings.
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Use context to confirm or self-correct word
recognition and understanding, rereading as necessary.
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Participate in collaborative conversations
with diverse partners about grade 2 topics and texts with
peers and adults in small and larger groups.
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Ask for clarification and further explanation
as needed about the topics and texts under discussion.
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Recount or describe key ideas or details from
a text read aloud or information presented orally or through other media.
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Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based on grade 2 reading and content,
choosing flexibly from an array of strategies.
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Use sentence-level context as a clue to the
meaning of a word or phrase.
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Demonstrate understanding of word
relationships and nuances in word meanings.
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Learning objectives
Students will
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Formal and informal assessment
As the students are reading
and participating in reading activities, I will look for the following
indications of fluency:
Since the students will also
be performing, I will provide them with questions for
reflection and self-evaluation sheets so they are able to assess their
own performance and participation.
I will conduct a class
discussion:
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Instructional procedure:
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Instructional resources and materials used
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Reflection
● Did your
instruction support learning for the whole class and the students who need
great support or challenge?
● What
changes would you make to support better student learning of the central
focus?
● Why do
you think these changes would improve student learning? Support your
explanation from evidence of research and/or theory.
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Dr. Hui-Yin Hsu Spring 2014
The video taping of the choral reading makes this exciting for students. If they know their classmates and other people will see their work, it makes it more authentic and may encourage them to work harder.
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