Lesson Plan & Rubric
Lesson Title: | Reading for Comprehension – Charlotte’s Web Chapter 1 | ||||
| Grade Level: | 3rd , 4th | ||||
| Subject Area: | Language Arts | ||||
| State Academic Standards:1.0 Word Analysis, Fluency, and Systematic Vocabulary Development1.2 Decode regular multisyllabic words1.4 Use sentence and word context to find the meaning of unknown words.2.0 Reading Comprehension2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.3.0 Literary Response and Analysis 3.3Determine what characters are like by what they say or do and by how the author or illustrator portrays them. | |||||
| Objectives: Students will identify vocabulary words through context clues found during reading.Students will be able to identify the correct division of multisyllabic vocabulary wordsDomain: CognitiveBlooms Level - Knowledge Students will demonstrate active reading skills by: connecting the text to meconnecting the text to textconnecting the text to the worldDomain: CognitiveBlooms Level – Analysis, Synthesis Students will define the characteristics of characters in the novel based on what they read about the character or what they infer from the reading.Domain: CognitiveBlooms Level - Analysis | |||||
Materials:Copy of novel for each student in reading group document camera or overhead transparencies of lesson stopping points and worksheetsPost-it Notes for note taking during readingPrior to reading:Audio CD (Available in Listening Center)Movie DVD (Show prior to teaching lesson one) Worksheets completed during reading:Making ConnectionVocabulary List- two column notepaper | |||||
| Prerequisite Background Knowledge:Students will watch the movie on Friday prior to beginning this unit. This will enable students of various levels to participate in the assignments and discussions by providing the visual context of a farm, county fair and other environments. In addition, students should have some knowledge about farms as being in the business of raising animals for food, clothing, or other purposes. Co-requisite teaching of food webs and life science will take place during this unit. | |||||
| Vocabulary:Vocabulary is taught before, during, and after reading. Before reading the wordlist is discussed, picture cards are used to assist with meaning for ELL. During reading, students identify the vocabulary words in context of the story, and after reading, students match vocabulary words to their definitions and correct syllable divisions. | |||||
ax | certainly carton controlling | dagger difference heavily | injustice plaster promptly | rifle runt sneakers | |
Time Frame:Direct Teaching 12:30-1:20 Monday and Wednesday: Teacher will direct teach entire class for 50 minutes.Workshop 8:00 – 8:30 Tuesday and Thursday: Students will complete worksheets on their own during morning workshop. | |||||
| Instruction:Students will have copies of the book. Teacher will have a copy of each page on the overhead projector or document camera. Students cannot mark in the books. Provide students with sticky notes for note taking and marking pages. | |||||
| Guided Practice:Coral read to first stopping point in text. Ask students to re-read the vocabulary words in context. Model how I know the meaning of the vocabulary word based on the other text I’ve read. Write the word, definition, and notes or picture on two column note paper transparency. Allow students to copy to their note paper. Ask students to define the second vocabulary word from the context of the reading and write the definition on the chart. Continue this process stopping at designated stopping points. Relate to me – text – world – stop reading Chapter 1 after the breakfast description on page 3, and the rush to the school bus, page 7, and relate the text to teacher’s personal experience. Read to end of chapter and ask the students to relate to their personal experience. Have a few students share their reflections aloud. Write on the transparency “Making Connection” Tool 1-13b handout. Students write on their copies. Gradual release, the first few chapters are done as an entire class using the method above. As students get better, they will be assigned chapters to do on their own during workshop. After Reading – Complete one of the following handouts. Start a character traits worksheet for each character in the story by placing the name of a character on each page: Wilbur, Fern, Avery, Mr. Arable, Mrs. Arable. Complete character traits worksheets as a group for the first few chapters. Students complete the other character sheets on their own during morning workshop.Assessment WorksheetsAssessment worksheets are completed and graded as a group. Student’s use their red pens to correct their papers and write the number they missed on the paper. Completed worksheets are placed in their Literature Binder. | |||||
| Independent Practice:Morning WorkshopTuesday - ThursdayEach week a chapter will be on the audio CD player. Five students can listen while reading to a chapter in the morning between 8-8:30. Other students have the option to read the chapter without the audio. | |||||
| Conclusion:Discuss with students how to file their completed worksheets in their Literature Binder. Explain that their binders will be graded weekly on Thursdays after school and their points will be posted Friday mornings. | |||||
| Assessment: Students can earn up to 12 points per chapter. Points are converted to tally marks which are part of the weekly token economy. Students earn tally marks for behavior as well as academics and are able to select a gift on Fridays based on how many marks they have. 10-12 points = 4 tally marks7-9 points = 3 tally marks4-6 points = 2 tally marks1-3 points = 1 tally mark | |||||
Name:__________________________ Date:_________________________
Chapter Assessment Rubric
Ch # | Vocabulary | Reading Connections | Character Analysis |
| Exemplary(4 points) | Words are defined correctly and written in complete sentences using the context form the story.Vocabulary worksheets have two or fewer errors. | Notes are complete, well organized, neat, and written in complete sentences relevant to the topic.Story is related to student, other aspects of the book, and to situations or events outside the story. | Four or more characteristics are correctly stated from the context of the chapter, written neatly and in complete sentences. The traits of the character have been analyzed within the context of the story. |
| Proficient(3 points) | Words are defined correctly but not written in complete sentences and not always using the context of the story.Vocabulary worksheets are all present but have three to four errors. | Notes are complete but not written in complete sentences and not always relevant to the topic. | Less than four characteristics are stated or they are listed and not written in complete sentences, however, they are from the context of the chapter and student has analyzed the chapter to compile the list. |
| Basic(2 points) | Some, 80% of the words are defined, not written in complete sentences, context of the story not always used. Vocabulary worksheets are not complete but there was an attempt to do the work five or six errors on worksheets. | Words related to the topic are extracted from the book, relevance to assignment is not always clear. | Words and ideas related to the character are listed form the book. There is little evidence of student analysis of character. |
| Below Basic(1 point) | Less than 50% of the words are defined. Worksheets are incomplete, missing or there are more than 7 errors on the worksheets. | Few words are extracted from the text but there is no clear organization of thoughts. | A few words are copied from the text but there is no evidence of student analysis of character. |
Vocabulary List for the Book