Lesson Plan : What and Why We Read?

Teacher Name:
 S. Amos
 Grade 4
 Language Arts

 Reading is Fun!
 English Language Arts Standards: E1,E2,and E3(Reading, Speaking, Listening, and Viewing)
 Given classroom instruction the student(s) will improve on practical and functional reading skills through discussion, explanation and interpretation with guidance and support from the teacher. The student(s)will predict,retell the story, name the characters in the story, what is the author's purpose?, what is the main idea?,etc.
 1. The student will make a prediction before reading the text. 2. The student will name the characters in the story. 3. The student will discuss the main idea of the story. 4. The student will explain what was the author's purpose in the story. 5. The student will give their interpretation in what happen in the beginning, middle, and end of the story.
 Reading from Scott Foresman's book. Printed name cards with vocabulary words: main idea, contrast/comparison, cause/effect, author's purpose, characters, genre, beginning/middle/end of the story.
 *Explain to students why reading is important to us: 1. We read to get a better understanding of what is being said to us. 2. We read to attain information from what we read. 3. We read to make connections. 4. We read to maintain meaning. 5. We read gain knowledge and wisdom.
 *Each student will read aloud one pages orally. *When the story is completed, the student will choose a printed name card(characters, main idea,etc.) for discussion, interpretation,and explanation of the story.
 Reading orally for fluency, vocabulary, and reading comprehension.
 Visual cues: printed name cards and book/story illustration.
Checking For Understanding:
 We predict and confirm as we read. We read with fluency so it sounds like talk. We re-read to maintain meaning. We read to understand the text. We read to make connections.
 The student will have a better understanding of reading through discussion, interpretation, and explanation.
 1.Listening to the student explain, discuss, and interpret what was read orally by others students. 2. Student performance, and 3. Teacher's observation.

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