Teacher: Breonica Carter	Date(s): March 24-28, 2008	Reading	Grade Level Fourth
OBJECTIVE	PROCEDURES	MATERIALS	EVALUATION
1g. The student will use reference materials (e.g. dictionary, glossary, teacher or peer, thesaurus, electronic dictionary) to determine the meaning, pronunciation, syllabication, synonyms, antonyms, and parts of speech for unknown words.	Monday Whole Group Students will orally read in their reading textbook. While reading students will identify unfamiliar words and use context clues to find its meaning. Note: Reiterate that one must look at surrounding words or sentences to distinguish the meaning of unfamiliar words. The teacher will ask questions relate to the story using skill lesson. The teacher will make sure students identify signal words within the passage to distinguish which text structure the story will fall under. Small group Small Group Modeling: The teacher will place the word organize on the board and ask students to think of several other words that might mean the same as it. The teacher may use a reference source: dictionary to aid students in the process. The teacher will then draw a chart on the board with the headings: unfamiliar word/word, antonym, synonym, and meaning.   Tuesday Whole Group The students will identify main idea and supporting details in the story. The teacher will ask the students questions to infer information about a character. Small Group Modeling: The teacher will place the word organize on the aboard and ask the students to think of several other words that might mean the same as it. In each column the teacher will write the appropriate response to illustrate how one can build vocabulary.   Wednesday Whole Group The students will analyze text to infer and draw conclusions about the work ethic of the character in the story. The students will identify the main idea and supporting details in the story. Small Group The teacher will give the students a word and the students will think of several synonyms and antonyms for that word on a graph. The teacher will model synonyms and antonyms using a brace map.   Thursday Whole Group The students will write a summary (beginning, middle, and end) of the story in their journals. The students and the teacher will briefly review vocabulary meanings pinpointing key events in the story. Small Group The teacher will give the students a word and the students will think if several synonyms and antonyms.   Friday ASSESSMENT The students will use prior knowledge and skills to answer test items.	Pencil Paper Brace Map Overhead Projector Dictionary	The students will be assessed informally through observations and formally through assessment.

Reteach: The students will be allowed to use synonyms and antonyms packets to match words together.

Enrichment: The students will be allowed to make a chart using the synonyms, meanings and words.

Diversity: The lower functioning students will be paired with the higher functioning students for peer tutoring.

Technology: The students will be allowed to work on the overhead projector to find the appropriate synonyms for the words.

INTASC: 1-4, 6-8

LESSON PLANS

Teacher: Breonica Carter	Date(s): March 31- April 4, 2008	Reading	Grade Level Fourth
OBJECTIVE	PROCEDURES	MATERIALS	EVALUATION
1g. The student will use reference materials to determine the meaning and pronunciation. 2a. The student will apply knowledge of text features.	Monday Whole Group The teacher will engage students in a text features or parts of a book scavenger hunt. The teacher will give students a list of particular text features or parts of a book. Students will work in pairs or teams to find a text that contains these features. Students will list the text and the page number for reference. Small Group Modeling: The teacher will utilize “think aloud” activities to demonstrate his/her use of comprehension strategies before, during, and after reading. The teacher models the use of a particular reading strategy by stating out loud his/her thinking process while reading a text orally with students. Guided Practice: After modeling the teacher will ask students to think aloud as they utilize the same strategies. After repeated modeling and guided practice students can be expected to independently select from, apply, and use the comprehension strategies practiced.   Tuesday Whole Group The teacher will select a text with particular text structures. The teacher will remind students that text structures may often be determined by locating signal words associated with the ext structure. The teacher will ask the students to identify the text structure in example and provide reasons for their answers. Small Group Modeling: The teacher will model using a specific graphic organizer to generate ideas for writing text with a particular text structure. Independent Practice: The students will work in small groups or pairs to generate their own lists of similarities and differences. The students will use the graphic organizers to write informational texts with this text structure.   Wednesday Whole Group The teacher will read books and other texts with figurative language orally with students. The teacher will notice and discuss the figure of speech with students. The teacher will ask students what the phrase means, how the use of figure of speech affects the way the reader understand or sees the text. The teacher and the students will celebrate and enjoy examples of figurative language. Small Group The teacher will engage students in text features or parts of a book scavenger hunt.   Thursday Whole Group The teacher will give the students an index card with the word fact written on one side and the word opinion on the other side. The teacher will read fact or opinion statements from the informational texts and students will hold up the card to indicate whether the statement is a fact or opinion.   Friday ASSESSMENT The students will use prior knowledge and skills to answer test items.	Pencil Paper Graphic Organizers Index Cards Markers	The students will be assessed informally through observations and formally by assessments.

Reteach: The students who score 70 and below, will be paired with higher functioning students in the class.

Enrichment: Students scoring above 71, will be allowed to make figurative language charts.

Diversity: Lower functioning students will only be asked to complete half of the activity and will be allowed two days to complete.

Technology: Graphic Organizers

INTASC: 1-4, 6-8