Guided Reading (or Reading Comprehension) Lesson Plan Rubric
Lesson Plan:
Class details
Describe the instructional grouping you plan to use (whole class, small groups) and why. Estimate the amount of time you expect the lesson to take. Provide the day and time you will be teaching the lesson. Include the grade level and school where you will be teaching the lesson.
Materials List everything you will need to do the activity, including materials for the activity, written materials, books, props, anything else. List everything the students will need for the lesson. Include the text difficulty (i.e., readability of the text you will be using). Describe how you will efficiently get materials distributed.
Goal(s) Why are you teaching this lesson with this text? What are you trying to help students learn as readers? What should they know or be able to do (better) as a result of the lesson? This is most effectively accomplished with reference to the reading comprehension strategies you will be learning.
Objective(s) What specifically do you expect the students to learn today that will help them make progress toward accomplishing your specific goal?
Background Knowledge and Vocabulary List any new or unfamiliar vocabulary or concepts related to the text content or structure. Describe the activities you will have students engage in order to develop understanding of the vocabulary and background knowledge.
Purpose for Reading What is the purpose you will set for student reading of or listening to the text? Put any exact wording you plan to use with students in quotation marks. Reading/Listening Body What will you do? (read aloud, monitor students, shared reading...) What will the students do? (read silently, read in small groups, listen to you read...) What will you do to monitor and support student comprehension during this portion of the lesson?
Follow up and feedback What will students do to demonstrate understanding of lesson purpose? How will you provide or guide feedback on students' accomplishment of purpose? How will you assess how well the students are doing during or following the activity? What evidence will you have that they have accomplished the objectives? How will students know how well they have done?
|