Project 3 – Scaffolded Reading Lesson

Draft Due: 5/16
Final Due: 5/30
Scaffolded Reading Lesson
The purpose of this project is to give you an opportunity to plan and implement a teacher-supported
reading experience and minilesson. You will need to identify a reading selection to use with a small
group (students and text selected in consultation with your cooperating teacher; text may already be in use
in classroom) and plan what you will do before reading, during reading and after reading. You will also
plan and teach a minilesson on an important reading skill or strategy (comprehension, word identification,
self-monitoring, vocabulary).
You and your partner (or small group) should observe each other teaching and provide feedback. You
may collaborate on the planning, and you may need to share the teaching, depending on what your
cooperating teacher suggests. We will spend some time in class working on these plans. You must bring
the reading material you will use to class on 5/10.
Along with your final project, you will need to turn in a copy of the reading selection and a few examples
of student work.
Part of Lesson
 Select a narrative or informational passage to read with the
students. Explain why you selected this passage.
 Analyze the selection to determine the most important concepts you
want the students to learn, the potential stumbling blocks, etc.
 Write out your objectives—these could address content and/or
process. Tell briefly why you selected these goals.
Reading the
Text &
 BEFORE (INTO) - How will you prepare students for reading?
(building/activating background, possible introduction of
vocabulary, purpose setting) Graves p. 277-283
Plan your
 DURING (THROUGH) - What will you do during reading? How
will students read the text? (mode of reading, stopping places,
following up on purpose setting, questions with labels, discussion,
next purpose setting) Graves p. 283-287
 AFTER (BACK & BEYOND) - What will you do after the reading
is completed? How will you help students understand/relate/respond
to the text? (questions, discussion, personal responses, activities)
Graves p. 287-297
Reading the
Text &
At some point before or after reading you need to do a minilesson on a
specific skill or strategy related to the reading. You should describe the
following aspects of your minilesson:
Plan your
 Introduction—Let the students know what they will learn and why
it is important, how to do that learning, when they might use it;
relate minilesson to background knowledge and use in reading and
Draft Due: 5/16
Final Due: 5/30
 Teacher modeling—Show students how to use and think about the
 Guided practice—Students practice under teacher direction; teacher
provides feedback and guidance as students gradually take charge of
the strategy, offer examples, and talk about how and when they
might apply
 Independent practice—Students use what they have learned
independently and in small groups
 Transfer—Students apply strategies/skills to new text or more
difficult texts at a later time
 Assessment & Reflection (this should occur informally after guided
practice, and independent practice)—Encourage students to reflect
on what they learned and how they used it. How did the students
respond during this lesson (engagement, understanding of the
strategy, ability to apply)? How well did they learn what you had
 How will you adapt this lesson to meet the needs of diverse students
or students with special needs?
Overall Lesson
 How well did the students meet the content and process objectives of
the lesson? How did the students respond during this lesson?
(engagement, comprehension, confusion). What did you learn about
their reading abilities in general? Be sure to support your answers
with evidence.
Your Reflection
on This Lesson
 How did you do (in terms of helping students understand the text,
engaging them, teaching the minilesson, etc.)? If you could do a
follow-up lesson what would you do? What other minilessons might
you teach using this text? Be sure to support your answers with
 What feedback did you get from your partner (or small group)
and/or cooperating teacher?