Lesson Plan : Arthur's Reading Race

Teacher Name:
 Laura Ferguson
 Grade 1
 Language Arts

 Arthur's Reading Race
 Reading and evaluating, giving opinions
 1.1 Listening/speaking/purposes. The student listens attentively and engages actively in various oral language experiences. 1.4 Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. 1.6 Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels.
 - The students will be able to read through "Arthur's Reading Race" with 0-1 errors per page. - After reading, the students will be able to discuss as a group what they did and did not like about the story. - After discussing, the group will successfully pick three statements that members of the class have stated to evaluate. - The class will make a group Value Lines poster showing how many people in the class agreed with or disagreed with the statements.
 - Arthur's Reading Race: class set - Poster board with 3 Value lines drawn on - Class set of markers (3 per student) to place on the Value Lines
 - Introduce the book "Arthur's Reading Race"
 - Read the book with a partner, then re-read along with the teacher as she reads out loud - Discuss the book with partners- summarizing and giving personaly opinions on the story
 - Discuss the book as a whole group, then as a group discuss everyone's personal views of the book - Go over as a whole group what a Value Line is... using students to mark a value line for simple questions such as "Do you like pizza?" or "Do you think recess should be an hour long?" so that the kids can practice making decisions and following directions as to where to go - Pick three of the statements that you heard the students say and write on the Value Line
 - For those that cannot read, we will read out loud and let them follow along - For those unable to go and place their token on the Value Line, a friend will assist
Checking For Understanding:
 - Ask students to re-clarify what happened in the story, then ask them to explain what a Value Line is and what to do with one
 - Discuss the Value Lines, noting which statements were agreed with and which were not.
 - I will walk around and listen to the partner read and do a brief, informal assessment of how many errors they make per page. (Most students read with an average of 1-2 mistakes per page.) - During the exercises, I will observe if the students understand what they are supposed to do (they did). - I will also evaluate how civil the discussions go and redirect if they are going off-task. (The students stayed surprisingly nice!)
Teacher Reflections:
 - This lesson went well, and the students enjoyed getting to get up out of their seats and partake in the different aspects of the lesson. I knew they liked Arthur, so it was a good story to tie the lesson in with. They thought the Value Lines were interesting, and it opened up the doors of communication as well as showed the class that it was okay if people had differing opinions.

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