Directed Reading Activity Lesson (DRA)



Final Due: Wednesday, April 4, 2012Optional: Drafts turned in before Spring Break will receive feedback at the end of Spring Break. You will plan a DRA (guided reading) lesson for a small group of hypothetical students in one grade. The plan will be based on the students’ hypothetical needs and preferences and course learning, as well as the Maryland State Curriculum. The DRA reading lesson should be about 15-30 minutes in length. This is a small group reading activity, so all students in the group should be reading the text. Therefore, each student needs a copy of the text, and you need a copy as the teacher leader of the group. The text needs to be at the students’ instructional reading level, since your instruction will help them read and comprehend this selection.You should NOT be teaching a new reading skill or strategy in your DRA lesson (that is appropriate for an explicit strategy lesson). You may, however, want to focus your lesson on a reading skill or strategy that students have already been taught, but need additional practice using (e.g., paying attention to initial letters, using one of various decoding strategies, practicing genre-based comprehension strategies).Be as SPECIFIC and as DETAILED as possible in the lesson plan. Write out ALL the questions, prompts, etc. that you will say during the lesson (or at least give 2-3 as examples). Pretend that you are writing a script for a play, with lines scripted for you and for your hypothetical students.Real guided reading group lessons can go by very quickly, so it is important that you have a firm sense of what you are going to say and do during each phase of the lesson. Even though your DRA lesson may address more than 1 curricular standard, select 1 (2 at the most) for the objective. That way, your DRA lesson will be focused. And remember, the objective should address the needs of your readers based on multiple data sources used in lesson planning.DRA Instructional Lesson PlanIntern’s Name Julia RaGrade 1st Class Size 25 studentsGroup Size 5 studentsReading Level(s) of GroupLevel 10Duration of Lesson30 minutesGenre and Readability of TextFictionI. Purpose of the Lesson – What will the students learn? How does this learning fit within broader curricular goals for that grade? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning?Maryland State Curriculum Citation: Standard 1.0 General Reading ProcessesTOPICB.?PHONICS: Students will apply their knowledge of letter/sound relationships and word structure to decode unfamiliar words.INDICATOR1.?Identify letters and corresponding soundsOBJECTIVESProduce letter/sound correspondences rapidly (1 per second)Combine sounds to form letter combinations, such as pl-, bl-, tr-, -ntLesson ObjectiveCombine sounds and produce letter combinations in order to decode unfamiliar words.Big Idea OR Essential QuestionStudents will be learn about the letter combinations, sp-, sw-, and –sh in order to decode unfamiliar words throughout the text. Formative Assessment I will be assessing students by asking the four questions throughout the directed reading activity. By the answers that they provide, I will make accommodations to my directed reading activity and discover whether the students have learned the specific letter combinations in order to decode the words throughout the book.While the students recite the words back to me during the read aloud, I will observe if each student is able to recite the words back to me without hesitating. In addition, I will be focusing on how well they are able to complete the venn diagram of the letter combinations individually, mainly seeing if they can identify the remaining –sh sounds in the words we go through. II. Instructional Decision-Making – What knowledge of students influences my instructional decisions in this lesson? How will my instruction respond in order to remove barriers to learning and/or build on students’ strengths? Knowledge of Learners ? ? ? Instructional Decisions based on this knowledge Age level characteristics, Students’ prior knowledge (based on pre-assessment data), Reading level(s), Anticipated Misconceptions or Areas of Confusion, Student interests, motivation, and/or funds of knowledgeAge level characteristics: Students’ prior knowledge:Students have the ability to recognize initial, middle, final sounds of one syllable words.Students have the ability to add, delete, and substitute sounds to create new words.Reading level:Currently, the students in this group are at a reading level of 10 for 1st grade, which is below the reading requirements for upcoming 2nd graders.As the year is coming to an end, these students are considered behind as the reading levels of the other students in the class are levels 14-16.Areas of confusion:Students are having difficulty with combining sounds to produce letter combinations.For example, Maria has trouble recognizing different letter combinations in unfamiliar words. Gisoo has trouble pronouncing the sp-, sw-, and –sh letter combinations. Student interests: The recent field trip to the national zoo has lead students to have a strong interest in animals, especially the lion.Motivation:All of the students in the group are always motivated to learn and read, which is evident from the past group readings.However, Kobi has trouble focusing and staying in his seat. Oftentimes, if he is not provided with full attention from the teacher, he loses interest in the reading. This causes other students to become distracted.Book:We’re Going on a Lion Hunt by David AxtellDRA level of 14Fountas & Pinnell level HConsiderations:The illustrations support the text very well, which can help nonnative English speaking students a lot when reading the book. For instance, Gi Soo had many troubles understanding stories we read in class previously. Whenever he is given a book that has illustrations that follow the events of the story, he is able to read the story more fluently. This leads him to gain more self-confidence and motivation to read.After going on a field trip to the national zoo, students have been strongly interested in animals. One animal they are always talking about is the lion. Book includes rhymes and repetition, which will allow students to practice high frequency words and combining sounds to make new words all throughout the story.The book includes many different letter combinations that students can identify and practice. Multicultural Considerations / Equity Measures ? ? ? Implications for this LessonGi Soo and Melissa are nonnative English speaking students, who just came from Korea a year ago. Currently, they are attending ESOL and have improved on identifying letter sounds and identifying one syllable words. They are not able to pronounce certain letter combinations, such as sh-, sw-, and sp-.All of the students have trouble reading words at a fast pace.Gisoo, Maria, and Melissa are very shy at times, so there will be a lot of group reading throughout the activity.Steven is at the highest reading level among the students in this group, while Kobi is at the lowest reading level of the group. Steven’s mother is a stay home mother, so he has many opportunities to practice reading with his mother. Kobi’s parents both work very long shifts every day. He is not able to practice reading literature at home, except for school.There are only two students, who are African American, in the whole class. Majority of the students of this class are Caucasian and Asian. Kobi, who is African American, has trouble relating to the stories we read in class. This causes him to lose focus and interest. Each student will be given a copy of the book so that each student can be able to use illustrations to follow the text and identify letter combinations to decode unfamiliar words.We’re Going on a Lion Hunt follows two young African American girls on an exploration of the African savanna to find a lion. Kobi will be able to relate to this story, as well as the other students because of their recent trip to the zoo and having learned about Africa in their social studies class currently. Academic Language Demands ? ? ? Scaffolds to support language development in this lessonThe reading selection’s words: Beginning letter combinations:Sw-: swish, swash, swampSp-: splish, splashSq-: squish, squashGr-: grassEnding letter combinations:- er: over, under- nd: around-ng: long-nt: hunt- ch: catch-sh: swish, swash, splish, splash, squish, squash, crashThe sound combinations that will be focused on for this lesson are sw-, sp-, sq-, and –sh.Most of these words should be familiar to the students. The repetition of these words throughout the book should provide lots of practice for sounding out these letter combinations. I will preteach these words beforehand by pointing to these words throughout the text. The words will appear up several times, so there will be a lot of repetition. Students will be given opportunities to recite the word as they go through the story. I will recite the words with them, mainly emphasizing on the specific letter combination of the beginning or the ending. Students will be breaking the specific words apart by letter combinations in order to decode the unfamiliar words. As the students follow the story as I read the book to them, I will encourage students to use hand motions for each the words they recite so that they can better understand the words. III. Instructional Procedures for the DRA Lesson – What instructional strategies and sequence will I use to ensure that every child is a successful learner?Instructional Materials (make sure complete bibliographic citation is provided for the text), Handouts (e.g., graphic organizers), and Technologies (e.g., power points, websites)Axtell, David. (2000). We’re Going on a Lion Hunt. New York: Henry Holt and Company. 5 venn diagrams on the letter combinations that the students will have to fill out5 copies of the text5 worksheets of the 3 landscapes labeled in a chart journalsManagement Considerations (Procedures, Transitions, Materials, Behavior)Group members will be polite and respectful to one another’s answers. Each student will be provided with their own copy of the book, as well as the graphic organizer of the letter combinations.Students will be asked to bring a pencil and their journals to the table.In front of each chair, there will be nametags for the students to know where to sit. They are a younger age, so they need the additional guidance. I will be assigning seats in advance. Assigning seats allow students to get to know one another and learn to work collaboratively as a group. Instructional SequenceApproximateTimeProcedureBefore Reading3 minutesHello boys and girls! Today we will read “We’re Going on a Lion Hunt” by David Axtell. We are going to practice letter combinations of sw-, sq-, sp-, and –sh. We are going to learn a way to decode words that contain these sound combinations. When we have a better understanding of what sounds each letter combination produces, we will be able to identify words on our own. Before we begin reading the story, we will do a very quick speed writing activity in our reading journals. I will list on the board the 4 letter combinations I want you to focus on. With these letter combinations, I want you to write down any word that contains one of the letter combinations that comes to mind. You can write as many words as you want for each sound combination for 2 minutes. Afterwards we will go around and share the words that we came up with on the board. Letter combinations:Sp-, Sw-, Sq-, and –shGreat! You guys are at a good start! Let us all recite each letter combination. Starting with Kobi, I will like each person to share one word from each letter combination and as each of your peers share their words, let us recite the word slowly, mainly focusing on the sound of the letter combination.During Reading15 minutesOn my own question: Students, have you ever seen a lion before? Do you guys remember how the lion looked like when we visited it last week at the National Zoo for our field trip? Well, we are going on a lion hunt today!As we have all finished the first activity, we are finally going to be reading the book “We’re Going on a Lion Hunt” by David Axtell. Even though the title states that we are going on a lion hunt, we are actually going on a word hunt! As I read the story, I want you all to carefully watch out for the words with the letter combinations sp-, sw-, sq-, and –sh. When we come across a word with any one of the letter combinations, I am going to stop and we are all going to recite the word together with hand motions. Pretend that you are in the lion hunt with the two main characters and use your hands to act out the scene for each landscape. Every single time we come across a word, you will write the word under the correct landscape. Note: I will be reading this book for them because it will be their first time reading it and will be helpful for Gisoo, who has a bit of difficulty reading at times alone. The group reciting of words will engage students, especially Kobi. Page 3*Teacher and students: recite “swish, swash, swish, swash” These words contain the sw- letter combination. Let us write “swish” and “swash” next to long grass. Page 5*Teacher and students: recite “splish, splash, splish, splash”These words contain the sp- letter combination. Let us write “splish” and “splash” next to lake. Think and search question: Students, what sound did the long grass make as the girls went through it? What sound did the lake make as the girls went through it?Students will be able to look at the worksheet of the four settings and state what the sound words are for each setting. Page 7*Teacher and students: recite “Squish, squash, squish, squash”These words contain the sq- letter combination. Let us write “squish” and “squash” next to swamp. Author and me question: Oh no! The girls are in a big dark cave! Do you think the girls have finally found the lion? Page 15*Teacher and students: recite “squish, squash, squish, squash”The students have already written these words on the worksheet, so they do not need to write it again.Page 17*Teacher and students: recite “splish, splash, splish, splash”The students have already written these words on the worksheet, so they do not need to write it again.Right there question: What sounds will come next, if the girls are heading to the long grass?Page 19*Teacher and students: recite “swish, swash, swish, swash”The students have already written these words on the worksheet, so they do not need to write it again.After Reading8 minutesGreat job students! Wasn’t the lion hunt so much fun? Now, as we have finished reading the book, we are going to fill out our graphic organizers of the letter combinations. As you can see, there are the four letter combinations again, sw-, sp-, sq-, and –sh. We only went over three letter combinations throughout the read aloud, which were sw-, sq-, and sp-. On my own question: Students, can you identify where the –sh letter combination is in the words that we wrote down earlier? I will ask Steven first, whether he can identify the –sh letter combination in the words. I was assess him first in order to see if he has learned fully how to identify letter combinations. Then I will ask Kobi, if he has identified the –sh letter combination in the words. I will use this time to assess the students, based on their reading levels. As we have finished identifying all of the 4 letter combinations, we are going to fill out the venn diagram. As you can see sp-, sw-, and sq- are labeled in individual circles, while the circle that is in the middle, connecting all of the other three circles, contains –sh. We discovered that all of the words we found in the text had a similarity, which was that they all ended in –sh. Let’s place all of the words in the correct circle and make sure to write words for the connecting circles. Closure2 minuteTeacher makes a closure statement: Students, you all did a wonderful job today! We were able to go on a lion hunt, identifying several words containing the four different letter combinations: sw-, sp-, sq-, and –sh. We learned how letter combinations help us decode unfamiliar words. As we are familiar now with consonant letter combinations, we will focus on vowel letter combinations next time we meet again for our group reading activity. Assessment2 minutesStudents let us open our journals again. On a new sheet of paper, I will like everyone to do their best to write down all of the 6 words, without looking at the words on the worksheets we completed earlier. For each word, underline the letter combinations. Teacher will collect the journals, the landscape worksheet, and the venn diagram worksheet and place them in their reader folders. Teacher will read each student’s answers in their journals afterwards. Reflection:What was your experience of planning this lesson? How did course learning influence your planning?I found this assignment to be very difficult for me at first. I was very confused and overwhelmed by the amount of work required for this assignment. As I began fully understanding what the main concept of this lesson was, I was able to create the activities from there easily. I still had a bit of trouble for the before, during, and after activities of the DRA. However, the examples posted on elms have helped me significantly of understanding what is required for each section. This course has helped me so much in many ways in planning this lesson. I really had no idea about what a DRA was and consisted of. Now, I am aware of the importance of a DRA and the different parts to it. In addition, the Yopp and Yopp text really helped me create the before, during, and after reading activities for this lesson. How could you use informal feedback from the students to make instructional decisions while you are teaching the lesson? Give at least 2 examples.As I mentioned in the after section of the DRA, I informally asked two students of different reading levels if they could identify the letter combination –sh. By doing this, I can learn whether the student of higher reading level has understood the topic fully. If he or she did not, in this case Steven, I will use that a sign that the students found the lesson difficult or confusing. Another way I could use informal feedback is by allowing students to ask me questions or confusions after the before, during, and after reading. By allowing this, students will be able to ask me questions right away about a specific part of the dra they found to be confusing, which then I can fix help make it be easier to understand right away. This will ensure that students do not leave the directed reading assessment with confusions.What changes might make to your instructional procedure that would improve student learning? Incorporating more questions throughout the DRA. I feel that I could ask better questions that will provide me with more information on where the students stand. How effective were your assessment tools in helping you monitor student progress? What modifications would you make to help students better demonstrate their learning?The assessment tools were mainly done individually, which provides me with information on which student understands the concept and which student does not. I can always look back on the worksheet and decide on what to change for my future directed reading activity with the same group. A modification I would make to help students better demonstrate their learning is by having students identify the words on their own as they go through the text. Because I was primarily identifying the words with them, this prevented me from learning who has trouble with sounding letter combinations and so forth. What did you learn about lesson planning from doing this activity?I learned that lesson planning should be done in advance. In order to create an effective DRA, the lesson has to be planned several weeks before so that the teacher can make certain changed to it. In addition, I learned the importance of alignment. Everything has to align with one another. If not, there will be no point in teaching the lesson to the students. Based on the anticipated results of this lesson, what are your imagined next steps? Go beyond saying “everything went well so I would continue doing what I did in this lesson.” Be specific and explain how these next steps will further student learning and help you reach your curricular objectives as students move through the school year.My next big step would be creating lesson plans for actual classrooms for the year-long internship. This experience has lead me to gain valuable information on what is required to creating a lesson plan and what I have to consider when creating one. There are a lot of steps in creating a lesson plan that aligns with the state curriculum and fully provides students with the additional practice that is effective. This experience will help me significantly in the future. As I know how time consuming it is in creating lesson plans, I will make sure to be well organized and planned when creating my lesson plans. It would be horrible if I made a lesson plan last minute and did not even effectively measure the students’ performance. I hope that this experience will stay with me throughout the internship, so that I can be able to use it as a tool when I have to create a lesson plan for real students. Text______________________ Genre___________________________Level__________________________ Date______________________________Formative assessment for during and after DRA Guided Reading LessonStudentsRight ThereOn My OwnThink & SearchAuthor & MeFluency Speed WritingVenn DiagramNotes/ HypothesisKobiStevenGi SooMariaMelissaName_______________________________ Date__________________We’re Going on a Lion Hunt by David AxtellComplete the chart below by writing down the correct sound words for each landscape. Use the book as a tool to identifying the words.LandscapeWordsLong GrassLakeSwampName__________________________Date______Venn Diagram of letter combinations: sp-, sw-, sq-, & -sh Complete the venn diagram by placing each word under the correct letter combination. 23492884390813Sq- 020000Sq- 1320800254000Sp-00Sp-3636080259644Sw-00Sw-DRA Lesson Rubric: Maximum Score:___________/18Purpose of the Lesson Must Include:--Curricular Standards--Lesson Objective--Big or Essential Question--Formative Assessments0None of these elements are included with the lesson plan ORthe lesson topic appears to be chosen at random1The Purpose of the Lesson is missing at 1 of the required elements:**alignment with the Maryland State reading curriculum2The Purpose of the Lesson is appropriate because it aligns with the reading curriculum, Instructional Decision MakingMust Include:--Knowledge of Learners--Multicultural Considerations--Academic Language Demands0Lesson Plan does not include any of the required elements OR the instructional decisions seem random and disconnected from the learners and the curriculum1Lesson Plan does not include 1 or more of the required elements, OR the instructional decisions seem inappropriate because students’ reading ability, interests, and backgrounds, the academic language demands of the text, nor the level of the text are considered2Lesson Plan includes all of the required elements AND the instructional decisions are appropriate because they consider the students’ reading ability, interests, and backgrounds, academic language demands, and the students’ reading ability by using a text that is at their instructional levelInstructional ProceduresMust include:--Materials (text citation)--Handouts--Technology--Classroom Management0Lesson plan does not include any of the required elements for the Instructional Procedures section OR the materials list is incomplete, and handouts or teacher-constructed materials are not attached to the lesson plan.1Lesson plan is missing at least 1 of the required elements ORthe published reading materials are not fully referenced 2The materials, technology, handouts and classroom management considerations are all listed in the lesson, including complete references for any published materials. Handouts or teacher-constructed materials are attached to the lesson plan.Instructional Sequence--Before Reading Phase0 Before Reading activities are not clearly explicated, and/or are inadequate to prepare students to read, lacking developing appropriate activities to activate prior knowledge, introduce unfamiliar vocabulary, and set a purpose for reading.1Before-reading activities are clearly explicated, but are missing 1 or more elements. This means they do NOT:*introduce students to the text,*include brief activities that motivate students to read (e.g. picture walk, making predictions) and that activate prior knowledge.**briefly introduce vocabulary** set a purpose for reading.2Before-reading activities introduce students to the text, and include brief activities that motivate students to read (e.g. picture walk, making predictions) and that activate prior knowledge. Specific vocabulary is listed in the lesson plan. A purpose must be set for reading as well.Instructional Sequence--During Reading Phase0During reading activities do NOT include students in the actual reading. The teacher’s active role in guiding students through the reading selection is NOT evident.1During-reading activities include students in the actual reading of the selection. The reading selection is NOT divided into segments, OR is NOT followed by comprehension questions to check students’ reading comprehension. The teacher’s active role in guiding students through the reading selection is somewhat evident2During-reading activities include students in the actual reading of the selection. The reading selection is divided into appropriate segments, followed by specific comprehension questions to check students’ reading comprehension. The teacher’s active role in guiding students through the reading selection is clearly evident.Instructional Sequence--After Reading Phase0After-reading activities are not developmentally appropriate OR are unrelated to previous lesson activities. Questions to check students’ overall reading comprehension are not appropriate or are omitted.1After-reading activities do NOT include questions to check students’ overall reading comprehension, OR are NOT appropriate for the lesson.2After-reading activities include questions to check students’ overall reading comprehension, and are appropriate for the lesson.Instructional Sequence--Closure0The closure statement is unrelated to the lesson1The closure included in the lesson plan does not foster a sense of completion. It does not emphasize what was accomplished or the learning that took place.2The teacher provides closure for the lesson with a statement. The teacher emphasizes what was accomplished and the new learning that took place.Instructional Sequence--Assessment0Assessment only occurred at the end of the lesson. Assessment activities are not clearly explicated and are not directly related to the lesson objective.1Assessment is ongoing throughout the lesson. Assessment activities are not directly related to the lesson objective. 2Assessment was ongoing throughout the lesson, with activities that are clearly explicated and directly related to the lesson objective.Reflection and Hypothetical Analysis of Data0Assessment data from the lesson are not analyzed at all. The reflection describes the planning, delivery, and assessment of the lesson. The effect of the lesson on students’ learning is minimally addressed. Discussion does not include reflections on what went well in the lesson, what went wrong, or how the lesson might be modified in the future.1Assessment data from the lesson is analyzed but the account of student learning is vague and very general. The reflection is an analysis of the planning, delivery, and assessment of the lesson. The effect of the lesson on students’ learning is discussed and documentation is attached, if available. Discussion includes reflection on what went well in the lesson, what went wrong, or how the lesson might be modified in the future.2Assessment data from the lesson is closely analyzed and a detailed account of student learning is presented. The reflection is a highly critical analysis of the planning, delivery, and assessment of the lesson. The effect of the lesson on students’ learning is discussed and documentation is attached, if available. Discussion includes reflection on what went well in the lesson, what went wrong, and how the lesson might be modified in the future. ................
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