Allentown School District
Shared Reading Lesson Plan
Week of September 27, 2010 to October 1, 2010
Text: Caps for Sale, Brown Bear, Brown Bear What Do You See? and This is the Way We Go
To School, Things to Do- poems
Lesson Focus: Making and Confirming Predictions
Element
Anticipatory Set
How will I “set the stage” for
learning?
What do students need to know
to understand this text?
Explain the standard, strategy or
skill (Objective and purpose)
What is the lesson focus?
Why is it important for students
to learn it? How will this learning
help them be better readers?
Input
What do I need to explicitly teach
students about the standard or
strategy?
Demonstrate/Mode/Think-Aloud
How will I show students how
good readers use the strategy?
How will I demonstrate the
standard in the text?
What will I say?
What are my stopping points?
What graphic organizer will I
use?
Lesson Plan
M- Do you remember a time when you lost something, how did it make
you feel? (Caps for Sale)
T- Sometimes the author gives us clues about what will happen next by
using words that repeat over and over. This will help us predict the
words that are coming. When we read Brown Bear, Brown Bear we are
going to hear a certain phrase over and over.
W- Refer to page 173 in the Interactive Read-Aloud book to introduce
Brown Bear Brown Bear (Focus the Learning).
H- Discuss the different ways that students go to school. Informally ask
students to share how they got to school today (This is the Way We Go
To School).
F- Reread poem This is the Way We Go To School. Today we will
read another poem that has the sight word “go” in it.
M- Use pictures to make predictions about the story
T- Make predictions about the words that will appear in the story
W- Refer to page 173 in the Interactive Read-Aloud book when
introducing the standard (Focus the Learning).
H- Identifying high frequency words (I, a, go, the) and letters (Mm, Bb)
within the text, Using repeated patterns to make predictions
F- Reference the word wall for high frequency words and words
beginning with Bb and Mm
M- Being able to look at pictures and make a guess about what will
happen will help you become a better reader
T- When listening to a story you can also predict what the words may be
on the next page.
W- Refer to page 173 in the Interactive Read-Aloud book (Focus the
Learning).
H- Review predictions- What comes next?, Using text clues to make
predictions, Identify high frequency words and initial sounds in text
F- Use the repetition of the chant to practice the sight word “go.”
M- Students will observe the cover of the book, teacher will think aloud
his/her prediction based on the cover.
T- Teacher will read the first two pages and point out the repeating
phrase.
W- Teacher reads the first two pages and models the rhyming words
(see/me).
H- Read the poem aloud, then model by highlighting high frequency
words and words that begins with Bb and/or Mm in the first stanza.
F- Brainstorm words to fill in the blanks of the chant.
Guided practice
How will I release responsibility
to the students?
Where are opportunities for
Think-Pair-Share?
How will I scaffold instruction?
Independent practice
How will the students practice
their learning?
Checking for understanding
How do I know they “got it?”
Reflection: Ask students:
• How did you use the
standard or strategy?
• How did using it help you
be a better reader?
Higher Order thinking Questions
that I will ask in order to scaffold
my students’ comprehension?
( Item analysis/ Bloom’s
Taxonomy)
M- The teacher will stop at significant points and have the children
predict next events (TNT/TPS)
T- TPS at discussion points and continue making predictions
W- Read the remainder of the story, and let the students join in on the
rhyming words.
H- Student volunteers will highlight high frequency words and words
that begin with Bb and/or Mm in adapted stanzas at the chart.
F- Students will partner read the poem for practice.
M- Read up to the part where the man throws down his cap, have the
students predict and act out what the monkeys will do.
T- Read Polar Bear, Polar Bear or other repeated text, and have students
predict
W- Read Polar Bear, Polar Bear or other rhyming texts, and have
students listen for rhyming words.
H- Student volunteers will highlight high frequency words and words
that begin with Bb and/or Mm in the other two stanzas on their own
copy.
F- Students will practice reading the poem independently at a work
station.
M- Teacher will observe students acting out
T- Observe repeated text
W- Rhyming pictures at a work station.
H- Student participation in the highlighting activity and feedback
opportunities
F- Students will read books in the class library, searching for the word
“go”, marking with a sticky note.
M- Ask the students, “How did looking at the pictures and thinking
about what already happened help you to understand what was going to
come next in the story?”
T- “How did finding words you know, help to read the poem?” “How
did you identify the high frequency words?”
W- What makes words rhyme?
H- How does knowing your sight words help you become a better
reader?
F- “How did finding words you know, help to read the poem?” “How
did you identify the high frequency words?”
M- “How do you think the hats got up in the tree?”
T- Ask the students, “If you were the author, how would you change the
ending of the story?” (Would he take another nap? Does he sell any
caps?)
W- Can you think of other words that rhyme with see/me?
H- “How could you extend the poem?” “Could you make up your own
rhyme using high frequency words?”
F- “Could you make up your own chant using high frequency words?”
Adapted from Marzano, R.J. (2003). What Works in Schools: Translating Research into Action. (p 84) Alexandria, VA:
Association for Supervision and Curriculum Development