|Lesson Title:||Reading for Comprehension – Charlotte’s Web Chapter 1|
|Subject Area:||Language Arts|
|State Academic Standards:
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
1.2 Decode regular multisyllabic words
1.4 Use sentence and word context to find the meaning of unknown words.
2.0 Reading Comprehension
2.2 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.
Students will identify vocabulary words through context clues found during reading.
Students will be able to identify the correct division of multisyllabic vocabulary words
Blooms Level – Knowledge
Students will demonstrate active reading skills by:
connecting the text to me
connecting the text to text
connecting the text to the world
Blooms 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.
Blooms Level – Analysis
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 marks
7-9 points = 3 tally marks
4-6 points = 2 tally marks
1-3 points = 1 tally mark
|Ch #||Vocabulary||Reading Connections||Character Analysis|
|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.
|At least four Characteristics are correctly stated from the context of the chapter, written neatly and in complete sentences. The traits of the character have been analyzed and evaluated within the context of the story, and other characters or self reflection.|
|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.|
|Fifty to 79% 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.|
|Less than 50% of the words are defined. Worksheets are incomplete, missing or there are more than 7 errors on the worksheets.||Words related to the topic are extracted from the book 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.|