LESSON PLAN 6
Comprehension and Vocabulary Lesson Plan for English LanguageLearners
Comprehension and Vocabulary of Expository Text Lesson Plan
Grade Level: First Grade
Curricular Area: Language/Reading Arts
Expository texts have structural elements, for instance headings,which are significant in guiding students as they read. Thestructures connect and organize ideas. When students learn about thestructural development of text, their comprehension and vocabularyskills advance. Text elements assist students locate and processinformation. For example, by using headings, it becomes easier tointroduce learners to a topic. As the students continue to read atext, they are able to recall what they read before and make aconnection because the headings breakdown the information and make iteasier to process.
Standards: (California Department of Education, 2012)
Standard 1: Active listening to spoken English in a variety ofacademic contexts.
Standard 2: Reading and understanding text structure and cohesion.
Standard 3: Writing information and literary texts that are used toexpress, explain and present ideas.
Students will be able to respond to comprehension questions after theteacher has read the expository text.
Strategy: Read Aloud with Skills Mini Lesson
Expository text- the text that will be used for this lesson is “Quiet Owls by Joelle Riley.”
A recording of sounds made by owls.
A large poster with headings on the different parts of an owl – the headings are labeled using different colored strips followed by images of the different owl parts.
A worksheet for every learner, word labels and glue for sticking the word labels on the worksheet.
Story Introduction – the teacher will call students to sit in a semi-circle. To ensure that the students are ready and interested in the story, the lesson begins by informing the students that they are about to listen to sounds. The teacher will then play the sounds and ask students to guess the animal that produces such sounds. Students will be required to listen attentively to the sounds and only make guesses once the recording stops playing. After a number of random guesses, the teacher will inform the learners that the sounds are those of an owl and that the lesson involves learning about the animal’s body parts.
Picture Walk – the teacher will point out the headings andpictures of the different body parts of the animal being studied fromthe large poster. The teacher will inform students that an owl, justlike human beings, has different body parts.
First Read – the teacher identifies the expository text thatwill be read. For example, the teacher can say “in order to learnabout the different body parts of an owl, we are going to read a bookabout an owl.” The teacher will then read the book slowly andloudly, in the process ensuring that all students are listeningattentively.
Discuss – the discussion entails a summary of the book. Onceagain, the teacher reminds the students that the book is about anowl, which has many body parts. Also, learners are informed that itis necessary for them to be able to identify the different parts.
Second Read – the teacher will read the story for the secondtime, while using different tones to differentiate the different bodyparts of owls. To engage the students, the teacher will point out thebody parts as they appear on the large poster with differentheadings. This means that when the teacher reads about eyes, he/shewill stop reading, move to where the poster is, point to the pictureof eyes and the descriptive word. The same sequence is repeated forthe head, feathers, beak, wings and foot.
Skills Mini – Lesson
Orientation – the teacher will now use the poster to improvestudent’s understanding on the owl. This involves introducing aninteresting way for students to learn. For example, when the teacherpoints at eyes on the poster, he/she will ask the students to touchtheir eyes.
Presentation – the teacher shows learners how to label anowl by use of think-aloud to enhance comprehension of words used todescribe the different body parts. The teacher will introduce one ofthe body parts, like the beak, ask the students to look at all thepictures in the poster and decide which picture resembles a beak. Atthe same time, the teacher will inform the students that the beak ispointed and should be at the top, after which he/she progresses toput the label of the body part. The same process is repeated for allbody parts being studied.
Structures and Guided Practice – the teacher will remove allthe labels from the poster and ask the students to put back thelabels. Each student will be called to where the poster is, theteacher will then say out loudly each part, pass the label to thestudent and ask them to put in on the poster. The teacher should alsoask questions, like “how do you know where to place the label of abeak, or how do you identify the beak?”
Closure – remove all the labels from the poster and repeat the labeling process. When labeling the different parts, ensure that think alouds are used to ensure students are able to recall how the different body parts of an owl look, like the head is round and should be at the top of the picture of an owl.
Evaluation/Assessment – each student will be required to complete an independent practice. The teacher will ask the students to go back to their sitting points in the class room. Every student will be given a worksheet of an owl diagram, word labels and glue. The teacher will then read aloud each of the body parts of an owl and ask the students to independently stick the word labels to the worksheet.
Depending on the ability of each student to properly identify andlabel the body parts of an owl, the teacher will differentiate thestudents. Those that need extra support are those who label the bodyparts wrongly. Those that need an extra challenge are those that areable to properly label all the body parts.
California Department of Education. (2012). California EnglishLanguage Development Standards for Grade 1. Retrieved from:http://www.cde.ca.gov/sp/el/er/documents/sbeeldstdg1c.pdf