Support

Preview:

• Reading Lesson Plan: Day 1 /Day 3

Reading Support

is designed for anyone that would benefit from:

• a second viewing of the material

• reading/listening/retelling support

• having their understanding confirmed (see prompts below)

• incorporating the independent practice portion (Part 5 of the Reading lesson Plan: day 1) of the lesson immediately after class.

Schedule:

I suggest keeping the students in the Zoom session but moving to breakout rooms immediately following the lesson.

I suggest supplying a movement break immediately and then starting the review/work.

• If you feel a second reading of the book will be necessary as support, have students act it out to allow for some movement.

Use visuals (Google Slide) to review the terms:

beginning

middle

end

Click on the play button on the Google Slide below . This will open 3 icons at the top. Click on the open in a new tab icon. This will open the slide in a larger format and then you can share your screen.

Prompts:

If the student:

Provides too many details:

• Say the beginning in a shorter way.

• Just tell me the one most important thing that happened in the beginning.

• You told me five things that happened in the middle. Which two or three were most important?

• Can you say that in a shorter way?

Mentions events but omits the link between events:

• How does that event connect to the one you just told me?

• Ensure that students understand that a story includes all pages in the book and that a new page does not designate a new story.

Tells the events but they are out of sequence:

• Can we try using the words in the beginning, in the middle and in the end?

• Encourage student to use graphic organizer (if provided) to touch as he/she talks.

• Hold three fingers up and touch each finger as the student retells the beginning, middle and end of the story. Encourage the student to use the words first, next and finally.

• If you have the book, look back at the pictures.

Does not provide enough detail:

• Ask about a specific part

• Turn to the end. What’s the most important thing that happened at the end?

Only provides information from the book cover:

• Look over the pages in the book

• Encourage a reread

If a child is lacking vocabulary:

• Encourage the child to sketch out their ideas

• If the child is comfortable, they can act out the story.

• This can be used as evidence of comprehension.

(adapted from Serravallo, 2015)

Independent Practice

Encourage student to do independent at home practice (see reading and writing lessons)