Common Core Standards Lesson Plan

Common Core Standards Lesson Plan

Your Name ____ Grade K-3 Topic: The children's book Corduroy

NG FLSSS

(What will be taught? Remember a Read-Aloud is a comprehension lesson)

This Read-Aloud lesson will focus on the classic children's book Corduroy, by Don Freeman. This book has traditionally been used by Kindergarten and early-grade teachers to introduce students to the joys of reading in a fun and familiar format.

INSTRUCTIONAL OUTCOME/OBJECTIVE: (What students know at the end of the lesson?)

This instructional plan has been designed to satisfy the current Common Core Standards for English Language Arts and Reading. Specifically, the project addresses each of the Common Core Reading Standards for Kindergarten, with added attention on (RL K. 10: Actively engage in group reading activities with purpose and understanding). The Common Core Reading Standards for Grade 2, (RL 1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL 5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action) are also satisfied. Students will know how to read the entire book aloud, and when prompted with questions that guide them in the right direction, they will also be capable of answering basic questions to demonstrate their reading comprehension and literacy skills.

III. INSTRUCTIONAL PROCEDURES: (What students will do?)

Lesson initiating activity:

The instructor will begin by providing each student with a copy of Corduroy, and after a five-minute period of free-time for them to flip through the book, instructor will read the story aloud to the entire class.

Core activities: guided practice

After concluding this group reading, students will be grouped according to their reading comprehension levels, with each student participating actively in collaborative group readings of the book, with each student reading a single page at a time.

Closure activity: independent practice

After multiple class periods have been spent engaging in group reading sessions, each student will be asked to read a short presentation to the class, describing their favorite parts of the book and demonstrating their comprehension of key literary concepts like plot, character, and setting.

IV. MATERIALS and EQUIPMENT: (books, etc.)

Students will require their own copy of Corduroy by Don Freeman, which they will be permitted to take home for additional readings with parents. In addition, students will record their thoughts and observations of the book with the aid of a handout which lists prompts and questions designed to elicit creative responses.

V. ASSESSMENT/EVALUATION

Students will be required to demonstrate their comprehension of the story's basic elements, including character, setting, and plot, by orally answering a set of 10 questions designed to assess their retention of critical information.

VI: YOUR PERSONAL DEBREIFING: (After lesson is implemented)

+ Praise - Polish ? Change

Your Name ____ Grade 3-6 Topic: Prefix and Suffix Spelling Dice Game

NG FLSSS

CCSS

Time (optional)

Activity

Strategy/Need/Rationale

(Prep Work for Instructor)

Reading -- Choose six suffixes (-ed, -ing, -est, -en) and six prefixes (-un, -dis, -re) that students have struggled with in class, and write them on the sides of large wooden cubes or six-sided dice.

Students will satisfy the Common Core State Standard ELA-Literacy.RF.2.3d (Decode words with common prefixes and suffixes), and Common Core State Standard ELA-Literacy.RF.2.3 (Know and apply grade-level phonics and word analysis skills in decoding words).

(Prep Work for Instructor)

Reading -- Develop a list of words that your students commonly misspell when prefixes or suffixes are added. Chart these words on a large posterboard for classroom use.

By presenting the words used in the prefix and suffix dice game in a visual form, in addition to the audio-learning achieved by saying the words aloud, the class is exposed to two of the three primary learning styles.

10:00 -- 10:20

Reading -- After providing each student with a dry-erase board and marker, have them come up to the posterboard and roll the dice to determine both a suffix and a prefix. They will then choose a base word from the list and spell it aloud, while the rest of the students follow along on their dry-erase boards. Instructor will monitor student progress by walking around and checking the responses for accuracy. Students who spell the word correctly in front of the class will be rewarded, while those who misspell the word will be given a second chance.