EE 326 Case Study

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Catalina Dvila: Classroom Case Study EE 326: Autumn 2014

Making inferences is a metacognitive reading strategy that aids in guiding students to make accurate conclusions based on what they are reading. In using this strategy students use the text information and activate prior knowledge to reach a non-explicit conclusion from the text. This strategy allows students to gain new knowledge from the text but also to practice using their schema. Making inferences will improve the students comprehension while refining their reading fluency. In the text students will look for clues hence decoding the authors message. The main goal of this lesson is to bring students up to par with the Fountas and Pinnell reading level, improve comprehension and fluency while allowing students to make valuable inferences to understand the text.

Students will work in groups. Each group will be assigned a specific text and will work to understand the text through making inferences. I will meet and work with the blue group three times a week, with the pink group twice a week, and with the green group once a week. Students will work in small groups while also participating in whole classroom instruction.

Common Core: - CCSS.ELA-LITERACY.RL.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

- CCSS.ELA-LITERACY.RF.5.4Read with sufficient accuracy and fluency to support comprehension.- CCSS.ELA-LITERACY.RF.5.4.ARead grade-level text with purpose and understanding.- CCSS.ELA-LITERACY.RF.5.4.BRead grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.- CCSS.ELA-LITERACY.RF.5.4.CUse context to confirm or self-correct word recognition and understanding, rereading as necessary.

- CCSS.ELA-LITERACY.RL.6.2Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments

In your classroom, you have 26 students demonstrating a variety of strengths and challenges in reading and writing. The chart below details their most recent reading assessment using the Fountas and Pinell levels. (If you are interested in how these levels compare to others you may have seen used, please visit: http://www.readingseed.org/wp-content/uploads/2009/09/Comparison-chart-for-leveled-books1.pdf).)

NameBenchmark IndependentLevel[endnoteRef:1] [1: Independent reading level: The level at which the student reads the text at 98% or higher accuracy with excellent or satisfactory comprehension (levels L-Z.)]

Benchmark Instructional Level[endnoteRef:2] [2: Instructional reading level: At level L-Z, the level at which the student reads the text with 95-97% accuracy and excellent or satisfactory comprehension; or 98% or higher accuracy and limited comprehension.]

AccuracyCompre-hension[endnoteRef:3] [3: Comprehension is scored as follows: Excellent: 9-10; Satisfactory 7-8; Limited 5-6; Unsatisfactory 0-4]

FluencyBenchmark Placement Level[endnoteRef:4] [4: Best level for instruction after considering accuracy, comprehension, fluency, and processing strategies.]

Notes

SarahPQ9592P

DianaPQ9670PPlaced at level P b/c of disfluent reading at Level Q.

TroyPQ9581Q

FarahPQ9783Q

LisaQR9582R

JonathanQR9583R

DavidQR9571R

KaraQR9792R

JulianQR96102R

JenniferQR9862R

AuggieRS9572S

JackRS9792S

JordanRS9683S

CarrieTU95103U

EliasTU9591U

MaryTU9781U

ErnieTU9663U

PatrickUV9571V

DonnaUV9692V

LukeUV9850V

BethUV9572VScores do not show her @ level V for independent reading, but observation shows she can successfully handle Level V texts.

RobertWX9860W

JerryWX9770X

HelenXY9792Y

VeraYZ9693Z

MichaelZZ9861Y

Step 2-Grouping:

Grouping for Ms. Davilas Fifth Grade Class

GroupBlue: Sarah, Diana, David, Jennifer, Luke, Robert, Jerry, Michael Pink: Troy, Farah, Lisa, Jonathan, Ernie, Patrick, Beth

Green: Kara, Julian, Auggie, Jack, Jordan, Carrie, Elias, Mary, Donna, Helen, Vera

CommentsGrouped together because of reading below the fifth grade level or due to difficulty in comprehension. Sarah, Diana, David, and Jennifer, all have a high accuracy rate due to the lower reading level. While Luke, Robert, Jerry, and Michael are reading at a high level yet are having difficulties understand the text. The group will be monitored in comprehension and fluency. Grouped together because their comprehension is greater and need the extra push to read a book at the fifth grade level. Ernie, Patrick, and Beth are all reading at a fifth grade level but need to work on understanding what they are reading. Grouped together because of their high comprehension and fluency as well as their higher Benchmark Placement Level. Students in this group have the ability to help each other thus allowing them to read a harder text.

Starting LevelLevel S: will challenge readers to read at a fifth grade level, can enhance fluency for Diana, David, Luke, Robert, Jerry, Michael Level U: will challenge all the students to improve their comprehension and fluency. For Troy, Farah, Lisa and Jonathan will face a new challenge as the read a text out of their comfort zone. Level Y: will challenge students to help each other and to practice making inferences hence resulting in comprehension.

Step 3- Overview of Classroom Schedule Monday

(30 minutes each session) Whole GroupSmall GroupIndividual Work

BlueMaking Inferences Introduction and Reading Guided ReadingDrop.Everything.And.Read

Pink Making Inferences Introduction and Reading Comprehensions Tic-Tac-Toe

Drop.Everything.And.Read

Green Making Inferences Introduction and Reading Character Facebook ProfileDrop.Everything.And.Read

Tuesday

(45 minutes each session) Individual Fluency AssessmentSmall GroupIndividual Work

BlueAll the group. Comprehensions Tic-Tac-ToePoem Writing

Pink Troy, Farah, Lisa, Jonathan, and ErnieGuided ReadingLetter to Character

Green

Reading StrategiesConnections

Wednesday

(30 minutes each session)Whole GroupSmall GroupIndividual Work

BlueInteractive Read-AloudPartner ReadingRecitation of Poems

Pink Interactive Read-AloudFluency Tic-Tac-ToeInventor

Green Interactive Read-Aloud Guided ReadingVocabulary Mavens

Thursday

(45 minutes each session)Individual Fluency AssessmentSmall GroupIndividual Work

Blue

Guided ReadingLetter to Character

Pink Patrick, BethReading Poem Writing

GreenAll the group. Comprehensions Tic-Tac-ToeLetter to Character

Friday

30 minutes each sessionWhole GroupSmall GroupIndividual Work

Blue Interactive Read-AloudFluency Tic-Tac-ToeGuided Reading

Pink Interactive Read-AloudGuided ReadingConnections

Green Interactive Read-AloudReading Inventor

Step 4-Text Set:

Blue Group: Level S

- DiCamillo, K. (2006). The Tale of Despereaux. Cambridge, MA: Candlewick Press. Text selected due to appropriate reading level: Scholastic and Fountas&Pinnell

- TimeForKids. Malala Wins Nobel Peace Price. [online] Retrieved from: http://www.timeforkids.com/node/182746/print [Accessed 18 October 2014]. Text selected due to current news and the vocabulary usage.

Pink Group: Level U

- Dahl, R. & Blake, Q. (2007). The BFG. New York, NY: Puffins Books. Text is in the fifth grade level yet still will be challenging for the pink group: Scholastic and Fountas&Pinnell.

Green Group: Level Y

- Golding, W., & Epstein, E. (1959). Lord of the Flies. New York, NY: Penguin Group. Text will challenge the students since the level according to Fountas&Pinnell is sixth/seventh grade. The text will allow students to work together to make the needed inferences: Scholastic and Fountas&Pinnell.

- Lowry, L. (1993). The Giver. Boston, MA: Houghton Mifflin. Text is in the Y level: Scholastic and Fountas&Pinnell.

Whole Class: Level V/O

- Snicket, L. (1999). The Bad Beginning. New York, NY: Harper Collins. Text will be used as a classroom read aloud, it will be used to help students summarize and respond to comprehension questions: Scholastic and Fountas&Pinnell.

- dePaola, T. (1988). The Legend of the Indian Paintbrush. New York, NY: Putnam & Grosset Group. Text will be used to introduce the reading strategy of making inferences.

Step 5- Daily Plans: See Below: Blue: Pages 7-12 Pink: Pages 13- 18 Green: Pages 19-24

Step 6-Differentation Example: See Below

Step 7- Bibliography:

- Teacherspayteacher.com (2014) Graphic Organizers. [online] Retrieved from: http://www.teacherspayteachers.com [Accessed 18-19 October 2014]. This website helped me find graphic organizers that were grade level appropriate and that would allow students to make inferences as well as improving their comprehension and fluency.

- TimeForKids. Malala Wins Nobel Peace Price. [online] Retrieved from: http://www.timeforkids.com/node/182746/print [Accessed 18 October 2014]. Time for Kids was able to provide an article and other ideas that I was able to apply in Guided Reading.

- Tompkins, Gail E. (2010). Literacy in the Middle Grades: Teaching Reading and Writing to Fourth through Eighth Grade. Boston, MA: Pearson. This text along with the classroom notes helped me decided how to teach the Guided Reading groups, how to create the individual works, and how to group the students.

Blue Group

Common Core Standards

- CCSS.ELA-LITERCY.RL.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-LITERACY.W.5.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

- CCSS.ELA-LITERACY.RF.5.4Read with sufficient accuracy and fluency to support comprehension.

- CCSS.ELA-LITERACY.RL.6.2Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Monday

Whole Group: 8:30am 9:00 am

Small Group: 9:00am 9:30 am

Individual Work:9:30 am 10:00 am Whole Group: Reading and Writing(30 minutes)

Activity: Making Inferences Introduction and Reading

Teacher: Will define the reading strategy of making inferences and will given examples of how to look for clues and activate prior knowledge to make conclusions. Then read the Tomie dePaola book The Legend of the Indian Paintbrush.

Students: Will have their reading journals out and will write down the clues they hear and connections they make that lead them to make inferences/conclusions from the text.

Assessment: Checking for understanding through classroom participation and the content of their reading journals.

Differentiation Example One: - High: 8 or more clues and connections to text. - Middle: 7 to 5 clues and connections to text. -Low: 4 or less clues and connections to text. Small Group: Guided Reading (30 minutes)

Activity: Readers Discussion

Continue reading The Tale of Despereaux. Reminding the students to use the clues and their prior knowledge to makes inferences.

Teacher lead discussion:

What do you think about Lester and his tears after the decision?

Why did Despereaux break the rules and why wont he renounce his actions?

What are your thoughts of the threadmaster?

What did Despereaux mean when he said, I honor you, to Princess Pea?

How do you think Despereaux feels? How do we know this?

Assessment: Checking for understanding through classroom participation and the content of their notes from the discussion. Listening and observing their fluency when reading.

Individual Work: Reading (30 minutes)


Student will take their DEAR book and will read silently while annotating their text.

Tuesday

Small Group: 8:30 am 9:15 am

Individual Work:9:15 am 10:00am

Individual Fluency Assessment1-Minute Reading & Updating My Fluency Notebook(All of the Blue Group and Troy, Farah, Lisa, Jonathan, and Ernie)

Teacher: Will pull out students one at a time to do a 1-minute Fountas and Pinnell Fluency Assessment.

Students: Will read and then calculate the words read per minute (wpm) and record their finding in their fluency notebook. Students will set a reasonable goal for with teacher for next assessment. The students who are not being assessed will work using their indoor voice level in their small groups or on the individual work.

Assessment: Teacher will see how many wpm each student is reading and will determine if one-on-one instruction must be provided or if there needs to be whole classroom instruction geared to a specific need.Small Group:Comprehensions (45 minutes)

Activity: Comprehensions Tic-Tac-Toe

Students: Will play in partners. They will determine who is X and who is O. Then they will role the dice. Whoever roles the highest number will go first. The other player will draw a card and read the question. The player who rolled needs to answer the question correct to place their X or O. Once the student places the X or O, both students will write the question down and the answer in their reading journal.

Assessment: Checking for understanding through review the students journals.

Differentiation Example Two:

- High: Correctly answer ten or more questions with textual evidence. - Middle: Correctly answer seven to ten questions using textual evidence for most questions. -Low: Correctly answer five or less questions and only using textual evidence for three or less questions.

Individual Work: Writing(45 minutes)

Activity: Poem Writing

Teacher: Will review punctuation with group explaining the connection to fluency. Then will make a list of the characters in The Tale of Despereaux book.

Students: Will pick a character and will write a poem about the character based on the readings. The poem must contain different punctuation marks. Hence allowing students to see how punctuation is directly connected to reading fluency.

Assessment: This is a two-day assignment. Students will turn in poems tomorrow. Will check for the use of different punctuation and that the information for the character is correct to determine if students are understanding what they are reading.

Wednesday



Individual Work:9:30 am 10:00 amWhole Group: Reading (30 minutes)

Activity: Interactive Read-Aloud

Teacher: Will read the book The Bad Beginning by Lemony Snicket. When there is a vocabulary word that needs to be defined, teacher will stop and reread sentence and tell the students to use the context clues to define vocabulary word. Teacher will model fluency.

Students: Will summarize each chapter and will use context clues to define unknown vocabulary words as well as to make inferences.Small Group: Reading and Writing (30 minutes)

Activity: Partner Reading - Read one page then switch reader.

Continue reading The Tale of Despereaux. Reminding the students to use the clues and their prior knowledge to makes inferences.

Students: In pair students will continue to read The Tale of Despereaux book. Then they will write questions to be used as discussion questions in the next Guided Reading Group (next Monday). They must include the page number with where the answer can be found in the text. The question should be written in their reading journal.

Individual Work: Word Work (30 minutes)

Activity: Recitation of Poems

Teacher: Will show the students the following video and explain how fluency plays a role on how the poem is read. Poem: What Teachers Make

Students: Will read their poems written yesterday with the correct fluency due to the incorporation of distinct punctuation.

Assessment: Teacher will collect their poems and will listen to their recitation of their poems.

Thursday



Individual Fluency Assessment1-Minute Reading & Updating My Fluency Notebook(All of the Green Group and Patrick, Beth)



Assessment: Teacher will see how many wpm each student is reading and will determine if one-on-one instruction must be provided or if there needs to be whole classroom instruction geared to a specific need.

Small Group: Guided Reading (45 minutes)

Activity: De-Bugging the Text

Teacher: Before reading, teacher will write the following words on the board: activist, Nobel Peace Prize, suppression, optimism, humanity, and courage on the board. Then will ask: Does anyone know the definition of any of these words?Teacher will expect to have a at least four guesses. When students give their definition or guess teacher will write then next to the word. Next, the teacher will read the article Malala Wins Nobel Peace Price. After reading, teacher will ask the students to look at the vocabulary words. Teacher will ask the students to work silently for 3- minutes to try to define the words using the context clues in the next. Teacher will explain that it is important to look at the word before and after the vocabulary word. Then students will work as a group for 5-minutes trying to de-bug the text. Teacher will ask how they used the text to define these words.

Students: Will write the six words in their reading journal. Will annotate the article as Ms. Dvila reads. They will underline any unknown words, and highlight anything they made a connection to. They will work individually and in a whole group to define the words. Students need to write down the definition that have come up with as a group. As students read their group definition, another students will then erase their first definitions if incorrect and write the definition the group decided on. Assessment: Checking for understanding through the first set of definitions before reading the text and how they were able to come up with a group definition using the text. Will look at their reading journal. Teacher will also collect the article to address the unknown words in the next Guided Reading Group.Individual Work: Writing(45 minutes)

Activity: Letter to Character

Students: Will use their character list from Tuesday that is in their reading notes book. They will pick a character in The Tale of Despereaux book different from the character used in their poem. They will write a letter to the character telling the character how they should deal with the situation in the book. Student should also share their emotions and thoughts about the book with the character. Students are to include vocabulary words from their readers vocabulary package.

Assessment: Teacher will collect and read the letters. The students need to have included vocabulary words. Teacher will look at sentence structure, word choice, and to see that the students connected to the character explaining their emotions and thoughts.

Differentiation Example Three:

-High: 6 paragraphs and the use of 20 or more vocabulary words. -Middle: 4-5 paragraphs and the use of at least 15 vocabulary words. - Low: 3 paragraphs and the use of at least 10 vocabulary words.

Friday






Students: Will summarize each chapter and will use context clues to define unknown vocabulary words as well as to make inferences.Small Group: Fluency (30 minutes)

Activity: Fluency Tic-Tac-Toe

Students: Will work in pairs. Then they will role the dice. Whoever roles the highest number will go first. Wherever they decide to place the X or O, there is a description of how they will need to read ONE paragraph from The Tale of Despereaux book. The descriptions include: whisper, scared, monster voice and emotions are also included such as mad, very excited voice.

Assessment: Checking for understanding and fluency through observing them as they read. I will be taking notes that will be discussed with the student the in the next minute Fountas and Pinnell Fluency Assessment. The observations will then be placed into their Fluency Notebook.

Individual Work: Guided Reading (30 minutes)

Activity: Connections

Teacher: Mini-lesson on the three types of connections. - Text-to-Self (TS)-Text-to-Text (TT)-Text-to-World (TW)Teacher will be there assisting at all time.

Students: Will take notes in their reading journal about the three types of connections. Will finish the last chapter chapter of Tale of Despereaux.Student will make connections to the Guided Reading text in their journal all including contextual evidence.

Assessment: Checking for understanding through correct completion of connections and the notes taken in class about the three connections. Also will evaluate the contextual evidence used for each connection.

Differentiation Example Four:

- High: 5 TS, 4 TT, 3 TW questions. - Middle: 4 TS, 3 TT, 2 TW questions.- Low: 4 TS, 2, TT, 2 TWquestions.-ELL: 4 TS, 2, TT, 2 TWquestions written in English or their native language.

Pink Group


- CCSS.ELA-LITERCY.RL.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. - CCSS.ELA-LITERACY.RF.5.4Read with sufficient accuracy and fluency to support comprehension.


Monday








Differentiation Example One: - High: 8 or more clues and connections to text. - Middle: 7 to 5 clues and connections to text. -Low: 4 or less clues and connections to text. Small Group:Comprehensions (30 minutes)


Students will play in partners. They will determine who is X and who is O. Then they will role the dice. Whoever roles the highest number will go first. The other player will draw a card and read the question. The player who rolled needs to answer the question correct to place their X or O. Once the student places the X or O, both students will write the question down and the answer in their reading journal.



- High: Correctly answer ten or more questions with textual evidence. - Middle: Correctly answer seven to ten questions using textual evidence for most questions. -Low: Correctly answer five or less questions and only using textual evidence for three or less questions. Individual Work: Reading (30 minutes)



Tuesday






Assessment: Teacher will see how many wpm each student is reading and will determine if one-on-one instruction must be provided or if there needs to be whole classroom instruction geared to a specific need.Small Group: Guided Reading (45 minutes)


Continue reading The BFG. Reminding the students to use the clues and their prior knowledge to makes inferences.

Teacher lead discussion: How do you think that Sophie, being such a small human is going to ever be able to stop giants from eating other people?

What are some risks that could result from the BFG following through with the plan?

After the dream is mixed, why do you think Sophie gets a little nervous about actually going through with the plan? (The dream is actually a nightmare).

Describe what your perfect dream would be. If you were able to mix the formula for the dream that you will have tonight, why would you like to happen?

Assessment: Checking for understanding through the group participation and the content of their notes from the discussion. Listening and observing their fluency when reading.

Individual Work: Writing (45 minutes)


Students: Will use their character analysis that is in their reading notes book from last week. They will pick a character in The BFG. They will write a letter to the character telling the character how they should deal with the situation in the book. Student should also share their emotions and thoughts about the book with the character. Students are to include vocabulary words from their readers vocabulary package.




Wednesday






Students: Will summarize each chapter and will use context clues to define unknown vocabulary words as well as to make inferences.Small Group: Fluency (30 minutes)

Activity: Fluency Tic-Tac-Toe

Students: Will work in pairs. Then they will role the dice. Whoever roles the highest number will go first. Wherever they decide to place the X or O, there is a description of how they will need to read TWO paragraphs from The BFG book. The descriptions include: whisper, scared, monster voice and emotions are also included such as mad, very excited voice.

Assessment: Checking for understanding and fluency through observing them as they read. I will be taking notes that will be discussed with the student the in the next minute Fountas and Pinnell Fluency Assessment. The observations will then be placed into their Fluency Notebook.


Activity: Inventor

Students: Will create an advertisement. Students will think about an invention that can be useful for a situation in the text from the Guided Reading Group. The students will draw their invention, and will give a full description of their invention. In the description students are to use at least 15 or more vocabulary words. The drawing must be in color.

Assessment: Checking for completion of task. Must be completed and presentable will be displayed on classroom board.

Homework: Finish Inventor activity if unable to complete in class.

Thursday






Assessment: Teacher will see how many wpm each student is reading and will determine if one-on-one instruction must be provided or if there needs to be whole classroom instruction geared to a specific need.Small Group: Reading/Fluency (45 minutes)

Activity: Audiobook

Students: Will read their Guided Reading book as they listen to the audiobook. They are to annotate their book with pencil. They will have Post-Its where they can write questions and the page of the text where they developed the question. The audiobook will help students with their reading fluency. Next Fountas and Pinnell Fluency Assessment can be using The BFG and teacher will be able to compare their wpm from their fluency Notebook.

Individual Work: Writing (45 minutes)

Activity: Poem Writing

Teacher: Mini-lesson reviewing punctuation with group explaining the connection to fluency. Then will make a list of the characters in The BFG book.

Students: Will pick a character and will write a poem about the character based on the readings. The poem must contain different punctuation marks hence allowing students to see how punctuation is directly connected to reading fluency.

Assessment: Students will turn in poems. Will check for the use of different punctuation and that the information for the character is correct to determine if students are understanding what they are reading.

Friday






Students: Will summarize each chapter and will use context clues to define unknown vocabulary words as well as to make inferences.Small Group: Guided Reading (30 minutes)

Activity: The BFG Finale

Teacher: Will be present to help them.

Students: Will finish the last chapter of The BGF. And will complete the BFG Comprehension Package, which includes multiple choice and short answer questions.



Teacher: Mini-lesson on the three types of connections. - Text-to-Self (TS)-Text-to-Text (TT)-Text-to-World (TW)

Students: Will take notes in their reading journal about the three types of connections. Student will make connections to the Guided Reading text in their journal all including contextual evidence.



- High: 5 TS, 4 TT, 3 TW questions. - Middle: 4 TS, 3 TT, 2 TW questions.- Low: 4 TS, 2, TT, 2 TWquestions.-ELL: 4 TS, 2, TT, 2 TWquestions written in English or their native language.

Green Group


- CCSS.ELA-LITERCY.RL.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. - CCSS.ELA-LITERACY.RF.5.4Read with sufficient accuracy and fluency to support comprehension.


Monday








Differentiation Example One: - High: 8 or more clues and connections to text. - Middle: 7 to 5 clues and connections to text. -Low: 4 or less clues and connections to text.

Small Group: Comprehension (30 minutes)

Activity: Character Facebook Profile

Teacher:Will provide a sample Facebook Profile Template to help students create the Character Profiles. Students: Will create a Facebook Profile for two characters. The Profile should include the characters traits, quotes from the text, a picture or drawing of the character, including the emotions the character feels time stamped to events in the text. Students may add pictures or drawings as the characters posts using the text information.

Assessment: Checking for understanding through reviewing the information used in the Character Profiles. Character Profiles must be completed and presentable will be displayed on classroom board.

Homework: Students will complete the Character Analysis Worksheet Individual Work: Reading (30 minutes)



Tuesday






Assessment: Teacher will see how many wpm each student is reading and will determine if one-on-one instruction must be provided or if there needs to be whole classroom instruction geared to a specific need.Small Group: Comprehension (45 minutes)

Activity: Practicing Reading Strategies

Teacher: Mini-lesson on review the seven Reading Strategies (making connections, asking questions, creating sensory images, making inferences, determining importance, summarizing, synthesizing).

Students: Will use the seven Reading Strategies to work in their small group to complete Determining Importance in Fiction. Students will summarize, determine importance, make connections, and use the text to support their work.

Assessment: Checking for understanding through reviewing the information. Teacher will be able to identify which one which Reading Strategies there needs to be more instruction to ensure comprehension.



Teacher: Mini-lesson on the three types of connections. - Text-to-Self (TS)-Text-to-Text (TT)-Text-to-World (TW)

Students: Will take notes in their reading journal about the three types of connections. Student will make connections to the Guided Reading text in their journal all including contextual evidence.



- High: 5 TS, 4 TT, 3 TW questions. - Middle: 4 TS, 3 TT, 2 TW questions.- Low: 4 TS, 2, TT, 2 TWquestions.-ELL: 4 TS, 2, TT, 2 TWquestions written in English or their native language

Wednesday






Students: Will summarize each chapter and will use context clues to define unknown vocabulary words as well as to make inferences.Small Group: Guided Reading (30 minutes)


Continue reading Lord of the Flies. Reminding the students to use the clues and their prior knowledge to makes inferences.

Teacher lead discussion: How could this novel be described as an allegory? If it is an allegory, what message does Golding seem to want to get across to his readers? What allegorical roles are the characters playing?

Lord of the Flies was published in 1954, although it is set in some fictional future. In what ways does its message seem to speak to the violence that is present in 1954? What about violence today?

Does it matter that these are kids? Would adults in the same situation act any differently?Assessment: Checking for understanding through the group participation and the content of their notes from the discussion. Listening and observing their fluency when reading.


Activity: Vocabulary Mavens

Teacher: Mini-lesson on how they will create their vocabulary cards and what resources they will and can use.

Students: Will create using 4 by 6 inch flash cards vocabulary helps including the definition, synonym, antonym, and the sentence from the text. The group will divide the vocabulary amongst themselves. There are a total of 117 vocabulary words in the Lord of the Flies vocabulary package. Each student will create 10 or 11 vocabulary cards. After they are created the cards, in pairs students will quiz each other practicing the words. Once the one pair has learned the 20 vocabulary words, they will switch with another pair and will learn these new words. Learning these words will enhance comprehension and will aid them in an activity on Friday.

Assessment: Checking for comprehension of the vocabulary will be assessed in the word done in the Friday Word Work (Inventor).

Thursday






Assessment: Teacher will see how many wpm each student is reading and will determine if one-on-one instruction must be provided or if there needs to be whole classroom instruction geared to a specific need.Small Group:Comprehensions (45 minutes)


Students: Students will play in partners. They will determine who is X and who is O. Then they will role the dice. Whoever roles the highest number will go first. The other player will draw a card and read the question. The player who rolled needs to answer the question correct to place their X or O. Once the student places the X or O, both students will write the question down and the answer in their reading journal.



- High: Correctly answer ten or more questions with textual evidence. - Middle: Correctly answer seven to ten questions using textual evidence for most questions. -Low: Correctly answer five or less questions and only using textual evidence for three or less questions.

Individual Work: Writing(45 minutes)


Students: Will use their character analysis that is in their reading notes from Monday. They will pick a character in Lord of the Flies book different from the character used in their poem. They will write a letter to the character telling the character how they should deal with the situation in the book. Student should also share their emotions and thoughts about the book with the character. Students are to include vocabulary words from their readers vocabulary package.




Friday






Students: Will summarize each chapter and will use context clues to define unknown vocabulary words as well as to make inferences.Small Group: Reading/Fluency (30 minutes)

Activity: Audiobook

Students: Will read their Guided Reading book as they listen to the audiobook. They are to annotate their book with pencil. They will have Post-Its where they can write questions and the page of the text where they developed the question. The audiobook will help students with their reading fluency. Next Fountas and Pinnell Fluency Assessment can be using Lord of the Flies and teacher will be able to compare their wpm from their fluency Notebook.

Homework: In their reading journal students will in detailed and contextual evidence answer the following three questions: Only one female voice is presented (very briefly, and in recap) in this novel, that of Piggy's aunt. Would this story have been different in any important ways if there had been both boys and girls on the island? In other words, is this a story about the capacity of humans for violence, or is it a story about the male capacity for violence? Or is there simply not enough evidence to make an argument either way?

How are the characters in Lord of the Flies presented as both "heroic and sick" (6)? As both sane and insane?

As both good and evil?What role does fear play in Lord of the Flies? How does fear affect the boys as the story progresses?Individual Work: Word Work (30 minutes

Activity: Inventor

Students: Will create an advertisement. Students will think about an invention that can be useful for a situation in the text from the Guided Reading Group. The students will draw their invention, and will give a full description of their invention. In the description students are to use at least 15 or more vocabulary words. The drawing must be in color.

Assessment: Checking for completion of task. Must be completed and presentable will be displayed on classroom board.

Homework: Finish Inventor activity if unable to complete in class.

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EE 326 Case Study

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