LESSON PLAN - MLoTS



ILP Lesson Plan

Date(s) 1/21/09, 1/22/09 Family literacy ___X____ Adult interest _______

Purpose/Goal understanding and practicing read-aloud tips for children of all ages Theme supporting children's literacy learning--reading

Learning Objectives learners will read about, discuss and practice tips for reading aloud to different age groups of children

Instructional Material: r.i.f. read-aloud tip lists for: babies/toddlers; preschoolers/early elementary grades; upper elementary grades; middle school/high school

poster paper and markers

Additional Support Material: wide range of children's books and reading material for each age group, including newspapers, magazines, mail order catalogs, cereal boxes or other packaging, brochures

Relevant websites for learners: ; parents; www2.browse/parentshome.jsp

Family Literacy connections: reading aloud with children, talking with children

MA DOE Frameworks connection L1.2b, L3.2c, S3.2d, R2.3b, R2.4c, R1.1b

MA DOE Goals connection: improve reading skills; improve family communication

Book of the Week: wake up, wake up

Literacy Log Dialog Journal

Initial activities—Whole group:

1/21:Following on from yesterday's lesson, ask learners to share a read-aloud experience at home--what age child, where, when, how, etc. How did it go? ask how reading aloud to children at all ages can help them develop literacy skills. brainstorm some of the benefits of reading aloud and list them on the board. explain that today we will read about and discuss tips for reading aloud to specific age groups.

1/22: again ask learners about read-aloud experiences at home. did they try any of the tips? How did it go? explain that today we'll read tips and look at reading material for the next age level up. so those at the babies/toddlers table will move to the preschool table, etc. those at the middle/high school table will move to the babies/toddler table.

Key vocabulary:

Encourage, routine, confident, expression, comprehension, background knowledge

Small groups and activities:

1/21: create small groups of learners according to ages of children: babies/toddlers; preschool/early elem (grades k-2); upper elementary (grades 3-5) middle/high school (grade 6 up) (these groupings are kind of broad, to keep it to a manageable 4 groups ) each group will read a specific set of tips for reading aloud to their age group. After reading the tips, look over the age-specific books/reading material on the table, and discuss them in the context of reading aloud--is the book a good read-aloud book? how could you make reading this book aloud engaging/fun for your child? take turns reading aloud to the group.

1/22: have each group move to the next age level table (middle/high group moves to babies/toddler table) so they have a chance to read the tips and examine reading material for a second age group. tutors can encourage learners to try out reading the books, talk about ways they can make the books fun for their children, manipulate the language (change characters names to children's names, change reading voice), talk about the pictures, etc.

Additional Support: lowest level learners can look for specific words In repetitive text (for example, words with 3 letters, words that begin with the first letter of their names, etc.); write a very simple story with the tutor based on pictures In the book, then tell their story to another learner; tutor can make a few word cards (or short list of words) from book and have learner find/match them, say them, write them. Also, tutor can copy words from a simple sentence in the book on post-It’s and mix them up, and have learner put the words in the correct order, and read the sentence.

Writing activities:

Both days: If time, learners can write in their notebooks about a book they'd like to read aloud at home, (which one of the books on the table) and why they think It's a book their child will like.

both days: have poster paper and markers on each table for learners to write their favorite ideas for reading aloud to that age group. encourage them to add their own ideas.

Additional Support: see above--low level learners can make sight word cards/lists, or write their own simple story based on pictures in the book (learner can dictate story to tutor, tutor writes it down word for word, learner can copy it in notebook).

Whole Group/Wrap-up & Reflection:

1/21: Ask learners in each group to share what new ideas they have about reading aloud to their children. which of the books did they enjoy reading aloud? explain that tomorrow they will look at ideas and books for another age group.

1/22: learners can share the posters from each table, summing up the reading tips and ideas for each age group.

Reading Discovery Time: learners can read aloud to each other in pairs, or take turns reading to their small group.

Song:

you are my sunshine

Assessment:

Teachers will move among small groups to assess learners’ participation in small gorup setting, oral reading fluency, comprehension of what they have learned, and ability to apply informatiion they read in practicing reading children’s books aloud

Notes (what worked/what didn’t):

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download