Ashley Falduto

Designing Strategy-Based Comprehension Instruction Reflection

For my designing strategy-based comprehension instruction project I choose to

teach strategy 10.3 in the book. Strategy 10.3 is on page 276 in the book and is called

“Reread and sketch with more detail”. In this strategy students read the text three times

attempting to remember more details about the text each time they read. Students draw

in three boxes for this strategy. In the first box they record drawings/writing of everything

they remember from the first time they read the text. Students then read the text again

and expand on their drawing in the second box. Students read the story one third final

time and record everything they remember about the text as a whole in the third box. I

choose this strategy for a multitude of reasons. My seventh grade students have

actively reported a dislike for writing, and they do not produce much written work in

class. This comprehension strategy does not require students to write anything down in

formal language and was more likely to engage my students in class. This strategy also

only requires students to draw three boxes and label them on a sheet of paper. I wanted

to choose a simple strategy that students have the ability to recreate on their own. I did

not want to create a big extravagant graphic organizer that students will never be able

to recreate and use again on their own. I did not provide students with a premade copy

of a graphic organizer, students made their own in class. Hopefully increasing the

likelihood of them using this strategy in the future.

Students were actively engaged with the comprehension strategy when I taught

the lesson in the field. I am in a seventh grade social studies classroom that

experiences a lot of behavioral issues where the students struggle to turn in work.
During the lesson students struggled with their behavior and needed to be redirected,

but most students did fill out their graphic organizer and participated in the discussion at

the end of class. In the student interest survey I gave out at the beginning of the

semester, most students responded that they did not read in their freetime besides the

time they spend on social media. Students responded that they like going online and

listening to music in their freetime. Therefore based on that information, I had students

read the text on their Chromebooks rather than printing out physical copies. In addition

to letting students use technology, I did allow students to listen to music as they were

working as many of them reported that they like to listen to music on their interest

survey. It was easier to manage who was on and off task with students using the

Chromebooks, because I could easily walk around and see their screen and see if they

were off the article reading. Most students did effectively work during independent and

partner work time, but a handful of students had to be moved. There were a few

students who were not working during the lesson and began screaming during work

time. I moved these students' seats and placed at least one desk in between each

student to prevent them from talking. As students finished drawing in their boxes we did

a post-activity discussion where we talked about what we drew in our boxes and what

we learned about the Lunar New Year. Students participated in the conversation and

provided details on what they remember, but I had one student make a very

inappropriate comment where they said that “Chinese people eat dogs”. I quickly

corrected and called out the inappropriate behavior without getting angry or upset in

front of the class and privately spoke to the student. I told the class that that type of

language and talk is inappropriate and will not be tolerated in this classroom as this is a
safe space for all. The student's mother was contacted about his comment he made in

class.

My mentor teacher gave me lots of positive feedback after I taught my

comprehension strategy lesson. My mentor is the seventh grade full time social studies

teacher. I was thankful that he allowed me to teach a lesson that was primarily focused

on comprehending a text itself. The reading I chose was related to social studies as it

was an article on the history of the Lunar New Year. Students have been eagerly

awaiting Christmas break and my mentor wanted me to bring in a reading that was “fun”

and could get students thinking about the holidays. My mentor teacher was pleasantly

surprised with the amount of work that students produced. Prior to teaching my lesson

he was having a hard time getting students to focus and do work for him, so this was a

great feat. He liked that the strategy I chose had students drawing instead of writing. He

thought that was a pleasant change of pace for students. The only complaints my

mentor teacher had about my lesson was about some of the inappropriate behavior that

a few students exhibited during the lesson. Those students were given consequences

after the lesson ended.

 UWP Lesson Plan Template
Teacher Name: Ashley Falduto Grade Level: 7th Grade

Target Content/Lesson Topic: Social Studies Date: 12/4/2023

This lesson is for a(n) X whole class _____ small group _____ individual.

Planning
Essential Question How can I effectively engage in a collaborative discussion?
- What is the essential question that
this lesson addresses?
- What is the core purpose of the
lesson that includes the strategies
and skills necessary to accomplish
the deeper learning in the standard?
Sequencing I will be focusing on the first part of this standard which requires students to be prepared for a discussion and
- How does this lesson fit into the use their evidence to support their claim when speaking in a discussion. My mentor teacher will likely continue
larger unit of study? to work with students on the rest of the standard in regard to classroom discussion. I will be introducing a new
- Focus on a logical/hierarchical country and continent to students. This will be their first day learning about Asia.
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards SL.7.1
List the complete, relevant grade- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led)
level standard(s). with diverse partners on topics, texts, and issues, building on others' ideas and expressing one’s
thinking clearly.
a. Come to discussions prepared and explicitly draw on that preparation by referring to evidence on
the topic, text, or issue. Support analysis by making connections, paraphrasing, clarifying, or
explaining the evidence.
b. With guidance and support, set and track specific norms and goals for collegial discussions (e.g.,
gaining attention in respectful ways, actively listening, speaking one at a time about the topics and
texts under discussion).
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 c. Pose questions that invite elaboration and respond to others' questions and comments with
relevant observations and ideas that bring the discussion back on topic as needed. Promote multiple
perspectives.
d. Review the key ideas expressed and demonstrate an understanding of multiple perspectives
through analysis, including reflection, clarification, and paraphrasing.
Learning Target(s) and Learning LT: I can contribute to a discussion using evidence to support my thinking.
Objective(s) LO: Students will be able to effectively participate in a classroom discussion citing evidence to support their
- Choose your learning target(s) and claim.
objective(s) based on the relevant
state learning standard(s).
- Write focused targets and
objectives that describe the specific
learning outcome (what students
should be able to do as a result of
the lesson).
- Be sure they are stated in
observable and measurable terms
(e.g., ABCD+T).
Grouping Students are allowed to pick their classroom seating. Students choose who they are comfortable to sit near,
Describe how and why students are students are aware that if they cannot work properly seated next to a friend that their seat will be moved.
grouped based on Students will also be able to pick their partners that they will work with to complete box 2 on their graphic
- homogeneous, heterogeneous, organizer. If two students cannot handle working together and are too off-topic I will change partners.
randomized
- ability, interest, IEP goals, social or
social-emotional, behavioral,
language acquisition
Co-Teaching Strategy My mentor teacher will be sitting in the back of the classroom taking notes as I am teaching. He will be
Does this lesson involve co- correcting any major behavior issues such as physical fighting while I am teaching.
teaching? If not, state N/A. If yes,
identify the co-teaching model and
what role each teacher will play.
-One Teach, One Observe; One
Teach, One Assist; Station Teaching;

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 Parallel Teaching; Supplemental;
Alternative; Team Teaching
Differentiation Content
Describe how you will meet Students will slowly gain control through extensive modeling in the lesson.
individual students’ needs by
adjusting the content, process, Process
product, and environment based on Students are able to read aloud/whisper read the article to themselves.
their readiness, interests, and learning Students are able to listen to the article with headphones if needed.
preferences.

Product
Students are able to create the graphic organizer themselves.
Students can choose to create this organizer in their Social Studies Journal if it will help them in the future.

Environment
There is a calm down corner available for students to sit at during anytime in class. This corner is supplied with
fidget toys and coloring pages.
Students are able to choose where they sit in the room and are able to change their seat.

IEP Goals Relevant to Lesson (Add rows as necessary.)

Student IEP Goal

NA NA
NA NA
NA NA

Accommodations and/or Modifications Required for Students in Special Education (Add rows as necessary.)

Student(s) Required Accommodation/Modification

NA NA
NA NA
NA NA

Supports for English Language Learners (Add rows as necessary.)

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 Student Necessary Supports (e.g., Sheltered English strategies, grouping strategies)
NA NA
NA NA
NA NA

Assessment
Formative Assessment Students will be formatively assessed through a whole-class discussion at the end of the lesson. Students will be
- How will you monitor student instructed that they must pay attention and write in their graphic organizer, to be able to effectively participate
learning throughout the lesson? in the post-assessment activity which is a group discussion.
- Be specific about how your practice
assessments connect directly with the
lesson objective.
Formative Evaluation Criteria Not yet approaching 1 Approaching 2 Mastered 3
- What material(s) will you use to Participation Student contributes to Student contributes to Student contributes to
evaluate learning? the whole-classroom the whole-classroom the whole-classroom
- Attach a copy of your checklist, discussion 1 time. discussion 2 times. discussion 3 times.
rubric, observation criteria, or other Clarity Student contributed to Student contributed to Student contributed to
measure. the whole-classroom the whole-classroom the whole-classroom
discussion, but their discussion and their discussion and their
contribution was contribution had some contribution was clear,
off/topic or not relevant. relevance. relevant, and added to
the conversation.
Evidence Student contributed to Student contributed to Student contributed to
the whole-classroom the whole-classroom the whole-classroom
discussion but spoke discussion referencing discussion and references
using only personal the text, but nothing the text specifically to
experience as evidence. specific was referenced. support their claim.
Summative Assessment Students will be summatively assessed through a pinwheel discussion. In this discussion students will be split
How will students demonstrate into four different groups. Three of the groups will be assigned a specific point of view they need to defend.
mastery of the standard? The goal of the fourth group is to ask the three groups questions that make them defend their point of view.
Note: This assessment does not have The “speaker” of each group will sit in front with their group members behind them. The “speaker” will rotate
to occur during/after this lesson but after they answer a question.
in upcoming lessons.
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 Summative Evaluation Criteria I will be evaluating students’ ability to master the standard as whole. This includes students ability to contribute
- What material(s) will you use to to the discussion with evidence, listen to each other, not speak over each other, pose questions, and express key
evaluate learning? ideas.
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.

Procedures
Opening: Introduction and I will greet students and introduce class by asking students a series of prompting questions to activate their
Connection to Previous Learning prior knowledge, these questions might include,
● Anticipatory Activity (Hook)  “When you are reading do you do anything to help you comprehend?”
● Activate prior knowledge.  “Do you underline as you read?”
● Be sure students understand  “Has anyone ever filled out a graphic organizer as you read?”
procedures and instructions for  “What helps you remember information while you read?”
the lesson. I will tell students that today we will be shifting gears from our work on Africa, and we will be learning about
● Establish clear expectations. an Asian Holiday in anticipation of winter break upcoming. I will tell students that today we will be learning a
● Model concept. new strategy to help us understand information when we read. I will instruct students to get out their
The groupings/instruction/lesson Chromebook, a piece of paper, and a pencil for today’s activity.
progression may look different in different
parts of the lesson! I will tell students that I strongly recommend that they participate in our reading strategy work and use their
graphic organizer as we will be having a whole-classroom discussion at the end of class where I will be
assessing their knowledge of the text.

During: Lesson Progression I will have students open their Chromebooks and pull up the provided article on the 2023 Lunar New Year.
In this portion of the lesson, you will  https://www.history.com/topics/holidays/chinese-new-year
be letting go and letting students I will tell students that today we will be using a strategy called “Reread and sketch with more detail” to help us
engage in productive struggle; understand what the text is telling us. I will model on the board what I want students to draw on their piece of
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 engaging in gradual release (“I do, we blank paper. I will draw three blank boxes on the white board and label them #1, #2, and #3. I want to keep
do, you do”), inquiry, guided or this graphic organizer very simple for students so that they are able to reuse this strategy on their own in the
independent practice, or other future.
learning methods. Please write what I will then turn to the article I want them to read. I will ask a student to read the first paragraph and then have
you are looking for in terms of: students read the rest of the article by themselves.
● Students’ thinking and how After students are done reading the first time, I will model on the board me drawing the 12 zodiac animals in
they will start the lesson. the first box as that is what I personally remember after reading the article one time. I will tell students that I
● Provide appropriate support now want them to draw what they remember from the story in their first box as well.
(not explaining how to do it). I will have students reread the story again with a partner and draw what they remember in the second box.
● Provide worthwhile They will reread the article one final time and draw all the important details they remember in the third and
extensions. final box on the page independently.
● Provide opportunities for
students to engage in using
the academic language.
This is where you will be suggesting
or modeling specific strategies
and helping students choose which
strategy makes sense to them.
However, you must make sure ideas
come from students.
Closing: Wrap-Up and Extension Students will now engage in the post-reading discussion as this is the purpose for their comprehension!
End the lesson with a final review of I will ask students to share what they drew in their boxes and ask them to support their drawings with specific
key ideas and knowledge. This is evidence from the text. I ask that all students participate in this discussion.
where you have students talk about
their thinking and share strategies After the post-reading discussion, I will ask if anybody has any remaining questions on the Lunar New Year or
with the whole class. It’s important if they have any comments they would like to share.
to name strategies and use academic
vocabulary here, extending the lesson
to broader ideas.
● Promote a community of
learners.
● Listen actively and probe
thinking without evaluating

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 or telling them how you
would do it.
Summarize main ideas and identify
future problems that they would be
able to solve using the thinking you
have discussed. Provide a brief
preview of what the next lesson will
include.
Curricular and Instructional https://www.history.com/topics/holidays/chinese-new-year
Resources or Materials
- List and provide a brief rationale
for all necessary lesson resources and
materials. If not original, cite the
source.
- Attach/link a copy of all materials
the teacher and students will use
during the lesson; e.g., handouts,
questions to answer, slides,
worksheets, and so on.
Supplies, Equipment and -Chromebook
Technology -Pencils
- List all other supplies that need to -Paper
be available.

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