Lesson Plan
Content________Shared Reading
(Theme 7, Lesson 3)_______________
Strategic Reading
(Demonstrate what
readers do with print)
Comprehension
Essential Learning(s): 2b, 2c, 3a, 4a, 4b, 5a, 5c, 6b
Teaching Targets: What do my students need to know and be able to do as we build toward mastery?
• identifiescharacters and events to support retelling using story elements
• monitors understanding (main focus)
• reads first grade high frequency words
• names title, author, illustrator
• understands the meaning of ending punctuation and quotation marks
• applies knowledge of digraphs in reading
• checks print and uses endings (-s, -ed, -ing) to read
• listens actively to retell story in sequence
Relevance: Why is this learning important?
Good readers notice when their reading doesn’t make sense and they stop to do
something about it.
How will I teach this lesson? (Consider the gradual release with modeling, scaffolding, independent
practice)
Text: The Bell in the Well
Lesson Steps:
1. Introduction
Ex. Today we are going to read and enjoy a fairy tale. I’m sure
you know the story of Cinderella. That’s a fairy tale. Fairy
tales are make-believe with imaginary characters and events—
magical things happen to them. Remember how Cinderella, a poor
little girl who lived with her stepsisters, was turned into a
princess by her fairy godmother? That couldn’t really happen,
could it? There is a part of fairy tales that can happen,
though. Sometimes the character has a problem that is very much
like a problem real people have. In Cinderella, the stepsisters
were mean. Can that really happen? Yes! People can sometimes
be mean to us. When we read stories with characters that have
real problems, we can learn more about solving our own problems.
2. Activate background knowledge
Ex. The title of our fairy tale today is The Bell in the Well.
(Engage students in identifying the author and illustrator.)
Let’s think: If we know that a fairy tale has make-believe
characters and events, probably will have magic, might have a
problem like real people have—we can expect these things in this
story and that can help us read and understand the story. When we
look at the cover, what predictions can we make about this fairy
tale—the characters, magic, or problem? Turn, talk, share.
3. Set purpose - Let’s read to find out what happens.
Skills
4. After pg. 2-3. Develop and monitor comprehension. - Ex. Think
aloud to show how good readers monitor their understanding using
concept of an impossible job. Reread to clarify why this job is
impossible.
5. Pgs. 4. Begin reading, “Jill hung out the ladder and the rain…”
and then stop to think aloud how you are monitoring
comprehension, stopping when reading doesn’t make sense, and
doing something to fix it (cross-checking).
Ex. I have to stop right here. I saw an l and a d and an r and I
thought this word was ladder, but that doesn’t make sense. Good
readers always stop when their reading doesn’t make sense and
they do something to fix what’s wrong. Let me cross-check the
print with the picture. I don’t see a ladder—I see laundry.
Jill must be hanging out the laundry. Let me check the print
again. Does this word look right for laundry? I look through the
word from beginning to end—l-aun-dry. I remember that y can make
the sound of e, so I now think this word is laundry. I’ll reread
to see if that makes more sense. (Reread sentence to confirm.)
Wow! Looking at the print and the picture really helped me
figure out this word so I could understand this part of the
story!
6. Continue Pgs. 4-5 Discuss how character is feeling and draw
attention to punctuation (. ? ! “”) and explain how it helped to
interpret and read with expression. Reread pg. 5 together,
attending to punctuation. Discuss what students notice that’s
make-believe.
7. Pgs. 6-7
Think aloud to engage students in monitoring
comprehension of “bucket in the wishing well.”
Ex. Was anyone wondering how a bucket could be in a well? Did
you think, “Does that make sense? Did we read that correctly?”
The print does say buck-et. So now I check the picture and see
the bucket attached to a rope. I think, if people have wells to
get water, and the water is at the bottom of the well, maybe the
bucket goes down to the water and they scoop some up. That must
be why a bucket is in the well. See how I had to think to figure
out what would make sense. Good readers do that. They are
thinking all the time and when reading doesn’t make sense,
sometimes they have to think some more.
Discuss what happened when Jill wished and how Nell reacted.
8. Stop at this point for first read.
Engage students in retelling
events that happened this far. Encourage use of characters,
setting, events, and predictions for a possible problem. Discuss
if possible problem is one that real people might have. Remind
students to keep this prediction in mind when the group reads
more tomorrow.
9. Return to pg. 4. Identify sh in wishing. Demonstrate how to use
knowledge of /sh/ to chunk wish and look through the word to see
and use –ing to solve wishing. Cross-check with picture to
reread and confirm that wishing well makes sense in the story.
10.
Return to pg. 6 and note th in there. Teach hfw there.
(There is a word first graders just need to know. What is the
tricky part? Confirm e is silent and there is a th or /th/ at
the beginning. Have students say it, spell it, say it. Read to
confirm that there makes sense and sounds right in the story.
Place there on the word wall.
11.
Explicit link: Today we read part of The Bell in the
Well. We’ll read more tomorrow, and we’ll keep noticing what
happens to Jill and Nasty Nell, the main characters. Remember
how we stopped when something didn’t make sense? I want you to
do that when you’re reading, too. When you’re reading and
something doesn’t make sense, stop. Don’t keep going. See what