Using the templates provided, create a plan for a 30–40-minute lesson focusing on guided reading comprehension, as explained in Ch. 9 Creating Literacy Instruction for All Students, 10th edition by Thomas G. Gunningreading.https://www.pearson.com/store/en-us/pearsonplus/p/9780137413201.htmlask support for loginThis will be lesson #1 in your Teacher Work Sample (TWS/Key Assessment).I will need this in a future order. View the following video to help you plan your lesson. Refer to the steps below as you craft your lesson plans. The explicit instruction should be detailed in your lesson plan narrative. Remember to use our textbook as a resource. https://youtu.be/XwEg97LdF-wExplicit Instruction of Strategy Instruction/ComprehensionStep 1: Select a text: Texts can range from easy to challenging. The criteria for text selection should focus on text usefulness for teaching a particular strategy or set of strategies, student interest, and connections to literacy themes.Step 2: Explain• What is the strategy?• Why is it helpful/necessary for comprehension?• Provide examples to assist this explanation and when possible, make connections to students’ background knowledge and prior learning.Step 3: Model the strategy• Read a portion of the text aloud and use a “Think Aloud”. Model YOUR expert thinking as you apply the strategy to the text. Use a visual (graphic organizer, symbol, chart, etc) to share ideas with students. Explain your thinking so that students have a clear idea of the active process readers experience. If a strategy requires a written or sketched response, model that during this step.Step 4: Guided support• Read the next section of the text aloud and ask students to work with a partner to apply the new strategy.• Discuss student responses and read aloud another section of the text.Step 5: Independent practice• Monitor as students work independently. Either continue reading sections of the text with reduced teacher support or invite students to read independent texts on their own. Regardless, students should be given to independently use the strategy. Differentiate instruction by providing scaffolding for those students who need more support (through further modeling or guided support), and by releasing the task to those students who are ready to use it. The goal is to ensure that students know the strategy and the process for using it.Step 6: Reflect• Ask students to reflect on how using the strategy helped them to understand the text. Invite them to share their reflections in small groups or with the whole class. Discuss how they can use the strategy when they are reading on their own.
Related Completed Projects
Write a theme statement for the short story ″The Veldt″
Evaluate the key arguments, how effectively they were presented and supported, and if they help or fail to help readers to understand a given topic
Discuss Freedom of Religions and National Security.
Write a research paper nursing students’ perspectives of the cause of medication error