Remember that comprehension is what We learn Or understand what We have read. Well this is what we will be learning in today’s lesson. Teacher explains: As you are reading and you come to a new word that you are not sure what it means you will first highlight the word, then you will reread the sentence to see if you can define the word or make sense of the phrase. Use the context clues in the sentence to figure out the words meaning. 3. Guided practice: Utilizing the smart board the teacher displays the first few sentences of the elected text.
Example: “The grandpa held the jar of honey so that all the family could see, then dipped the ladle into it and drizzled honey on the cover of a small book. Pollack, P. (1998) Teacher will read the text and highlight words that are outside of the current vocabulary. Teacher will write a brief description of the word or phrase that is new or unrecognized by a majority of the students. (The teacher asks the students for assistance I. E. “Can anyone tell me a word or phrase that they do not know or understand the meaning of? ‘) Students: states: ladle and drizzled.
Teacher: Ladle, let’s take a look at the word ladle and we will first highlight it so that we can go back to it again if we need to. Now let’s “reread” the sentence to see if we can figure out its meaning. Teacher rereads the sentence. Teacher thinks out loud to model the rereading strategy. “The grandpa held the jar of honey so that all the family could see, then dipped the ladle into it… Teacher: Thinking out loud; what other tool might I put in a honey jar if I wanted to get some out? Teacher: Let’s continue reading a bit further… And drizzled honey on the cover Of the small book.
Teacher: So the Grandpa pulled honey out of the jar with the “ladle,” maybe the ladle is a type of spoon? Teacher then demonstrates how to clarify understanding by writing the word on the worksheet and telling what it might be. Ladle is a type of spoon. Teacher: Now as we continue to read and locate words or phrases that we don’t understand we will highlight them, reread to see if we can figure out a sort of definition. Then we will write on our paper what that word is and what it means. Through the context clues teacher demonstrates how to use rereading to understand the meaning of a word or phrase.
Suggestion from host teacher) Allow students to take turns for several rounds at the smart board modeling and practicing how to use the rereading strategy. Students will participate at the smart board reading, highlighting, rereading, and demonstrating through rereading of text, how to demonstrate an understanding of the highlighted text. This will as well demonstrate the students ability to use the rereading strategy. (e. G. , teacher directed, scaffolding, check for student understanding including any questions to ask or anticipate from students) 4. Independent Student Practice:
Host teacher helps to distribute the reading materials students will use to complete this task. Reading material is distributed based on student reading level. Students will work independently at their desks on the provided reading materials. Teacher and host teacher will walk the room checking for any needed assistance. Teachers will remain available until the end of the lesson. (e. G. , teacher monitored, check for student understanding – including any questions to ask or anticipate from students) 5. Culminating or Closing Procedure/Activity/Event: Teacher: Returns to the Smart board to review the rereading strategy.