Mini lesson on running record

Name: Sarah Kovalenko

Grade Level: 2

Title of the lesson: Comprehending a Text

Length of the lesson: 20 minutes

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Key questions: ●     what do you want your students to learn? Comprehension ●     what are the important understandings and core concepts you want students to develop within the learning segment? How to read a text accurately and comprehend the text fully, to be able to retell, answer questions about the text.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: ●     What do students know, what can they do, what are they learning to do? Students know how to read age appropriate words and sentences. They are learning to understand what they are reading. ●     What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? Students come from different backgrounds. All have families that encourage and support education. A small percentage are ELLs.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) CCSS.ELA-LITERACY.RF.2.4.A Read grade-level text with purpose and understanding.

Support literacy development through language (academic language) ●     Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) Retell a story. ●     Identify a key learning task from your plans that provide students opportunities to practice using the language function. Teacher will read a text and ask the students to retell what happened in the story. ●     Describe language demands (written or oral) students need to understand and/or use. Know vocabulary in order to read, understand, and explain. ●     General academic terms: analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment. Explain and describe what happened in a story, predict what might happen, summarize a story.

Learning objectives 1.     Students will learn how to read and understand a text. 2.      Students will be able to answer questions about a text, and explain and retell a text.

Formal and informal assessment (including type[s] of assessment and what is being assessed) ●     Explain how the design or adaptation of your assessment allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. Informally, I will ask frequent questions to see what the students understand. Formally, I will check their work and see if they have comprehended what they have read.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs.  First, I will read Monkey To The Topaloud to the class. I will ask questions throughout reading, to help the students understand what is going on. I will have the students answer lots of questions and try to retell the story. Then I will read another text, A Dog For Sally. I will have the students draw a picture for each page that I read. This will allow them to think about what I have just read. It also allows me to check whether they understand the text.

Instructional resources and materials used to engage students in learning. Monkey to the Top A Dog for Sally

Reflection ●     Did your instruction support learning for the whole class and the students who need great support or challenge? There is a drawing activity which most children enjoy. This is especially beneficial for students that are not great in expressing themselves through language. ●     What changes would you make to support better student learning of the central focus? More help for ELLs ●     Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory. ELLs need extra assistance and attention since the language is more difficult for them.