VU Student name: Kat Gross Date & Time: Monday 11-11:20 Student name: Uriel

Objective: The reader will be able to apply knowledge of long /a/ VCe spelling patterns to reading Nate the Great and answer after-reading
reflection/aesthetic stance questions.
Standard: 2.FL.PWR.3.a Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
Assessment: I will assess Uriel’s ability to apply what we learned last week about long /a/ vowel sounds by keeping tally of how many long /a/
words in Nate the Great that Uriel is able to successfully read.
Est.
Lesson Plan #2 Time
Rationale: Nate the Great is a level K text, which places it at Uriel’s instructional reading level. It also contains many Within Word n/a
Rationale &
text choice

spelling patterns (long vowels VCe, vowel teams) which align with my current phonics skills that I’m focusing on. The text also
aligns with Uriel’s interests (real characters) and has pictures which will allow him to draw on multiple cuing systems to decode
unfamiliar words in the text. Last week we worked on long /a/ VCe spelling patterns and reading Nate the Great will give him a
chance to see these spelling patterns in a connected text.
 Building Detective Schema: Show Uriel this bubble map about detectives, have him make observations/connections to the 3min.
pictures in the map. As Uriel names item, I’ll write down the word for that item, so he can begin to connect the word with the
concept. Build text-to-text connections with Cam Jansen and Scooby Doo.

Language Connections to Make

1. Clues: search for, hunt for, look
for
Pre-reading

2. Trench coat: detective’s suit, can

wear in the rain
3. Mystery: solve a mystery, figure
out a mystery, solve a case, on the
case
4. Detective: solves mysteries, look
for clues, detect clues

Purpose: This background building activity will help to activate Uriel’s background knowledge around detectives and give him
some pre-exposure to concepts/words/images that he will encounter in Nate the Great.
VU Student name: Kat Gross Date & Time: Monday 11-11:20 Student name: Uriel

 Nate the Great pages 7-13: follow along with Uriel as he reads pages 7-13. 12
min.
o Instructional Emphases: long /a/ words, using pictures to figure out words, comprehension monitoring
o Prompts
 Long vowel words: “What other sound could that vowel make? Is there a magic /e/ on the end of that word?”
 Using pictures: “Is there anything in the pictures that you help you figure out that word? What in the pictures
Reading &

would make sense in the sentence? Is there something in the picture that starts with the same beginning sound as
Activity

the word?”
 Comprehension monitoring: “Does that word make sense in the story? What word would make sense here? Does
that word look like the word in the text? What other words are like that word and look like the word in the text?”

Purposes: Allowing Uriel to focus on the story and not detracting from the reading experience by having him do things like circle words with
long vowels will support (1) his comprehension of the text (2) his building of positive attitudes toward reading. My prompts are aimed at
supporting his word reading using (1) what we practiced last week with long /a/ VCe patterns (2) meaning cues in pictures and what makes
sense given the story.
 Text Response Questions: In a bag, I will have cut up squares of reader response questions. Uriel will draw three out for us to 5 min.
answer/discuss. Here are some examples of the types of questions that will be on the squares in the bag.
Closure

Purposes: This part of the lesson is crucial for helping Uriel to form a positive view of reading and coming to see reading as an act
of meaning making and social connection and not just decoding words. These prompts not only help him to think about what he just
read but also to make personal (i.e. aesthetic) connections to the text.
VU Student name: Kat Gross Date & Time: Monday 11-11:20 Student name: Uriel

Reflection
 Student performance: how did they respond? Did they learn? How do you know?
Uriel liked Nate the Great! He was able to look back at the concept web to support his word reading (“magnifying glass”). In terms
of my learning objective (The reader will be able to apply knowledge of long /a/ VCe spelling patterns to reading Nate the Great and answer
after-reading reflection/aesthetic stance questions.) I think that Uriel met my expectations for the first, word-reading component and almost met
my expectations for the comprehension component. Uriel successfully read “case, pancakes, and note”, all of which feature the VCe spelling
pattern that we had studied in the previous lesson. There were still a few VCe words that he miscued on, so more practice is needed. Uriel drew
the questions “After reading I wonder...” and “Describe the main character”. His response to both were relevant to the question and addressed it
to a limited degree but did not indicate deeper comprehension. His wondering was “where is the picture?” and “He is a boy detective”.
Discussing character traits might be a good comprehension next step for me to work with Uriel on.

 Teacher performance: what went well? What did not? Why? What would you change or keep the same? Which parts were
confusing and not helpful OR instructive and helpful for the student? Did any parts really work to support their learning? How
do you know?
I think the background knowledge map was a good place to start. Uriel knew what a detective is (he recognized Scooby doo) but he
just didn’t know the word “detective”. I think it would’ve been even more helpful with the term “magnifying glass” to bring a
magnifying glass for Uriel to (1) see (2) see for himself/infer why a detective would need a magnifying glass. This also would’ve
been a great teachable moment on the Tier 2 word magnify. I also think maybe creating some follow up questions that aim to extend
Uriel’s answers to the comprehension questions would be helpful.

Next steps: Planning ahead

 What would you change or keep the same if you were doing this again? What might you do next?
Changes see above. Next steps: increasing fluency with VCe word reading, discussing character traits, bolstering
background/vocabulary knowledge