The lesson plan was designed to cater for a specific group of children from a year two classroom from Hill Top school. The lesson plan is aimed to help four EAL/D students (Rada, Jean, Thomas, Sophia) who are in the consolidating phase in their mastery of Standard Australian English. The students were taken through a guided reading lesson on the book Where the Forest Meets the Sea. Embedded through the lesson plan were many different strategies such as comprehension, reader and text factors, guided reading model and the four recourses model.
“The goal of reading is comprehension. Readers achieve this through a process that develops phonemic awareness and graphophonic knowledge; word identification; fluency; vocabulary and an understanding …show more content…
Code breakers are able to recognise marks on the page (in print texts); and in non-print texts, recognizing visual prints (Tompkins, Campbell, Green, & Smith, 2015). The students are able to recognise that a place with a lot of trees is a rainforest but they also needed prior knowledge (text participant). Text participants understand and make meaning of the texts by drawing on prior knowledge or experience, including social, cultural and prior reading experiences and relate them to texts (Tompkins, Campbell, Green, & Smith, 2015). Throughout the lesson the students discuss with the teacher using their prior knowledge and experience to understand the text and predict what will happen next. This then leads the students to become text analysts and observe the text through a critical eye and ask though provoking questions (Tompkins, Campbell, Green, & Smith, 2015). The important things for teachers and student is even if the ideologies of the author are couched in conscious choices or unconscious assumptions, a critical reader will be aware of the ideological dimensions of the text and author (Tompkins, Campbell, Green, Smith., 2015). We know that the author Jeannie Baker has a high sustainability ideology in her books and wants to portray how important sustainability is to learn. The students need to take this into their consideration when predicting the text and …show more content…
The goal of a guided reading lesson is for the students to develop strategies they can apply for independent reading. It focuses on more than just the process of reading proficiently but allows for cross checking print and making meaning from the text (Gagen, 2007). The significant benefits of guided reading are establishing fundamental skills necessary for proficient reading, identifying weakness and strengths, improving attention to detail, building fluency, expanding vocabulary and developing reading comprehension. Guided reading is one of the most effect tools of improving the fundamental reading skills and developing a higher level of comprehension (Miller-Burkins, 2010).
Rada, Jean, Sophia and Thomas would have definitely developed confidence in their literacy skills and further developed them throughout this lesson by using the guided reading, comprehension strategies and the four recourse model. By having developed their skills further they will hopefully enjoy reading and be able to progress into the next phase of the EAL/D
“The goal of reading is comprehension. Readers achieve this through a process that develops phonemic awareness and graphophonic knowledge; word identification; fluency; vocabulary and an understanding …show more content…
Code breakers are able to recognise marks on the page (in print texts); and in non-print texts, recognizing visual prints (Tompkins, Campbell, Green, & Smith, 2015). The students are able to recognise that a place with a lot of trees is a rainforest but they also needed prior knowledge (text participant). Text participants understand and make meaning of the texts by drawing on prior knowledge or experience, including social, cultural and prior reading experiences and relate them to texts (Tompkins, Campbell, Green, & Smith, 2015). Throughout the lesson the students discuss with the teacher using their prior knowledge and experience to understand the text and predict what will happen next. This then leads the students to become text analysts and observe the text through a critical eye and ask though provoking questions (Tompkins, Campbell, Green, & Smith, 2015). The important things for teachers and student is even if the ideologies of the author are couched in conscious choices or unconscious assumptions, a critical reader will be aware of the ideological dimensions of the text and author (Tompkins, Campbell, Green, Smith., 2015). We know that the author Jeannie Baker has a high sustainability ideology in her books and wants to portray how important sustainability is to learn. The students need to take this into their consideration when predicting the text and …show more content…
The goal of a guided reading lesson is for the students to develop strategies they can apply for independent reading. It focuses on more than just the process of reading proficiently but allows for cross checking print and making meaning from the text (Gagen, 2007). The significant benefits of guided reading are establishing fundamental skills necessary for proficient reading, identifying weakness and strengths, improving attention to detail, building fluency, expanding vocabulary and developing reading comprehension. Guided reading is one of the most effect tools of improving the fundamental reading skills and developing a higher level of comprehension (Miller-Burkins, 2010).
Rada, Jean, Sophia and Thomas would have definitely developed confidence in their literacy skills and further developed them throughout this lesson by using the guided reading, comprehension strategies and the four recourse model. By having developed their skills further they will hopefully enjoy reading and be able to progress into the next phase of the EAL/D