C OMPREHENSION L ESSON P LAN T EXT : “B YE -B YE M OM AND D AD ” B Y : M ERCER M AYER Michelle Stewart

G ENERAL D ESCRIPTION OF S TUDENTS 22 students 50% of students receive free/reduced lunch 2 ELL students -Stage 3 speech emergence -Stage 4 intermediate fluency 2 students have an IEP for learning differences -Mild auditory processing deficit -Mild visual processing deficit 3 students having difficulties but as of yet have not been diagnosed

O BJECTIVE Students will demonstrate an understanding of text to self by creating a picture and writing a sentence about their experience. SSS Benchmark LA.K.2.1.5

M ATERIALS /R ESOURCES The book “Bye-Bye, Mom and Dad” Additional copies if needed Paper Crayons Markers Colored pencils

H ERE ’ S WHAT TO DO ……….. “Have you ever gone some place fun with a grown up before?” Give example Ask students to share places and trips “When good readers read, they look for places, people, or things…… “Listen carefully, because we will be making out own self to text connections.” Modeled read aloud Share my self to text experiences every few pages IntroductionDelivery of Content

O H WAIT THERE ’ S MORE ……. After read aloud, ask a few students if they can find a similarity in the book and their life. Students draw picture and write sentence Soft assessment Students will share Picture Sentence And tell us which part of the book it relates to Guided PracticeShare/Reflect

A SSESSMENTS Observe during guided practice to make sure students are staying on task and that they understand the assignment, and that the picture relates to the book. I will also assess the students’ presentation of their picture. Collect the pictures and sentences and evaluate which students’ pictures did not relate to the book and who could not make a connection to the book. SoftHard

A CCOMMODATIONS Student seated near teacher I will speak clearly and articulate Student will have extra copy of book to follow along if needed Student seated near me to see the book Student will have extra copy of book to see pictures if needed If student is unable to draw picture, they can communicate answer orally Mild Auditory DeficitMild Visual Deficit

A CCOMMODATIONS Student can use words instead of a full sentence if necessary Students seated near front during read aloud ESOLUndiagnosed During the read aloud, I will make sure all students are able to clearly see the illustrations in the book. During guided practice, I will be sure to visit each of these students several times to make sure they understand and are completing the material.

M ODIFICATIONS For students who need additional work with this lesson, I will meet with them during the literacy block. We will do a shared-interactive read so that I can ask questions and get their feedback during the lesson. This will allow the student to be more involved with the material and receive additional one-on-one time.